Institution und Leitung
Iredu: L'Institut de Recherche sur l'Education: Sociologie et Economie de l'Education EA 7318 / Université de Bourgogne
Pôle AAFE - Esplanade Erasme, BP 26513 21065 DIJON Cedex
CNRS: „Le Centre national de la recherche scientifique est un organisme public de recherche (Etablissement public à caractère scientifique et technologique, placé sous la tutelle du Ministère de l'Enseignement supé-rieur et de la Recherche). Il produit du savoir et met ce savoir au service de la société...
Des chercheurs éminents ont travaillé, à un moment ou à un autre de leur carrière, dans des laboratoires du CNRS. Avec 19 lauréats du prix Nobel et 11 de la Médaille Fields, le CNRS a une longue tradition d’excellence.” (www.cnrs.fr/fr/organisme/presentation.htm, Stand 5.5.2014)
Cereq: Centre d'etudes et de recherches sur les qualifications:
„Le Céreq: une expertise au service des acteurs de la formation et de l'emploi.
La relation formation-emploi est au cœur de beaucoup d'enjeux de la société française. Le Céreq est un ex-pert majeur dans ce domaine depuis quarante ans.”
(www.cereq.fr/index.php/menus/entete_de_page_menu_inferieur/Le-Cereq, Stand 5.5.2014)
Auftraggeber und Finanzierung
CNCS: „Sa gouvernance est assurée par Alain Fuchs, président du CNRS, assisté de deux directeurs géné-raux délégués, Joël Bertrand à la science et Xavier Inglebert aux ressources.
Avec près de 33 000 personnes (dont 24 955 statutaires – 11 204 chercheurs et 13 751 ingénieurs, techni-ciens et administratifs), un budget pour 2013 de 3,415 milliards d'euros dont 802 millions d'euros de res-sources propres, une implantation sur l'ensemble du territoire national, le CNRS exerce son activité dans tous les champs de la connaissance, en s'appuyant sur plus de 1100 unités de recherche et de service.”
(www.cnrs.fr/fr/organisme/presentation.htm, Stand 5.5.2014)
„Le Céreq est un établissement public qui dépend du Ministère de l’Éducation nationale, de l'Enseignement Supérieur et de la Recherche et du Ministère du Travail, de l’Emploi et du Dialogue social.”
(http://www.cereq.fr/index.php/menus/entete_de_page_menu_inferieur/Le-Cereq, Stand 5.5.2014)
Aufgaben und Zweck
CNRS: „Principal organisme de recherche à caractère pluridisciplinaire en France, le CNRS mène des re-cherches dans l'ensemble des domaines scientifiques, technologiques et sociétaux. Il couvre la totalité de la palette des champs scientifiques, qu'il s'agisse des mathématiques, de la physique, des sciences et technolo-gies de l'information et de la communication, de la physique nucléaire et des hautes énertechnolo-gies, des sciences de la planète et de l'Univers, de la chimie, des sciences du vivant, des sciences humaines et sociales, des
sciences de l'environnement ou des sciences de l'ingénierie. Le CNRS est présent dans toutes les disciplines majeures regroupées au sein de dix instituts dont trois sont nationaux.”
(www.cnrs.fr/fr/organisme/presentation.htm, Stand 5.5.2014) Cereq: „Il assure trois missions :
Mener des études et des recherches sur les qualifications
- Les conditions de leur acquisition par la formation initiale et continue, par l'exercice d'une activité profes-sionnelle.
- L'évolution des qualifications liées aux transformations des technologies, de l'organisation du travail et de l'emploi,
- Les conditions d'accès aux emplois,
- Les conditions de la mobilité professionnelle et sociale, en fonction de la formation reçue et de la gestion de la main-œuvre par les entreprises.
Évaluer les formations, les dispositifs et politiques publiques mis en œuvre
- Exemples des aides à l’emploi, la réforme de la formation continue, de politiques de recrutement, ceci dans le cadre de la relation formation-emploi.
Formuler des avis et des propositions
- Les études et recherches accumulées permettent diagnostics et conseils en matière de politiques de forma-tion et d'enseignement.”
(www.cereq.fr/index.php/menus/entete_de_page_menu_inferieur/Le-Cereq, Stand 5.5.2014)
Erhebungscharakter und Durchführung
Es handelt sich um eine landesweite Absolventenbefragung, die zweimal, 2001 und 2007, durchgeführt wur-de. 2001 wurden die Personen befragt, die ihren berufsorientierten Bachelor abgeschlossen hatten und in dem Jahr den Arbeitsmarkt betraten. Sechs Jahre später folgte ein Survey der Absolventen von 2004. Dabei wurden 2.226 Personen drei Jahre nach ihrem Abschluss telefonisch zu ihrem beruflichen Werdegang inter-viewt. Die Ergebnisse ließen sich mit denen der ersten Befragung von 2001 in Beziehung setzen. Soziale Merkmale wurden bei der Befragung von 2007 erfaßt.
2001 („first cohort of vocational bachelor graduates entering the labour market in 2001”), 2007 („young people who graduated from their initial education in 2004”) (10EMBAC_Konferenzband_ENG_final.pdf, Seite 66)
„This article will focus on the particular features of vocational courses in the specific context of school-to-work transition. It will ask whether vocational courses, which are often created with a view to facilitating the graduates’ school-to-work while responding to the needs of the market, are characterized by specific modes of entry into professional life. Data drawn from Cereq’s survey is used to answer this question. In the spring of 2007, Cereq surveyed by phone a sample of 65,000 young people who graduated from their initial educa-tion in 2004, from all educaeduca-tional levels, representative of 737,000 who left the educaeduca-tional system in France for the first time. This survey, called 'Generation 2004', aimed to analyze the first three years of active life after initial education. It includes useful information on young people’s characteristics (family‘s socio-economic status, age, highest grade completed, highest grade attended, university area, job during their study, study time abroad, internship, …) and work history from 2004 through 2007. The employment situa-tion of young graduates is compared with the findings of a previous Cereq survey conducted among the first cohort of vocational bachelor graduates entering the labour market in 2001.
In our sample, 2,226 respondents left higher education with a bachelor degree: 671 are graduated from a
“vocational bachelor”; 1,207 are graduated from an academic bachelor in human and social sciences; 407 are graduated from an academic bachelor in mathematics, physics or engineering sciences. They are representa-tive of the 50,748 bachelor graduates who left higher education in 2004 in France. However, by definition, the survey does not interview bachelor graduates who continue their studies after 2004. It also focuses on young people living in France three years after leaving the education system. It is important to note that fig-ures indicating the extent of international mobility after leaving higher education tend to be underestimated since young people living abroad are systematically excluded from surveys.
The aim is to provide some indications concerning the vocationalisation and the employability based on an analysis of the current links between training courses and the jobs secured by young people and recent bachelor graduates.” (10EMBAC_Konferenzband_ENG_final.pdf, Seite 66)
Fragebogen und Indikatoren
Der Fragebogen ist nicht zugänglich.
Ergebnisse und Befunde
Die Überschriften der Untersuchung lauten:
Overview of the French higher education system
Graduate survey: Cereq generation survey
Graduates’ socio-biographic background
Graduates’ international mobility
Early student employment and further study of bachelor graduates
Professional success of vocational bachelor graduates
Enviable professional prospects
Employment linked to training
Limited geographical mobility
Two surveys yielding similar observations
Some concluding remarks
„Some concluding remarks
At the end of this analysis, the findings of the survey need to be viewed in a more general theoretical frame-work. One of the objectives of any transition survey is to establish the extent to which the qualification re-ceived at the end of training is used by graduates in employment. The human capital theory suggests that training is one of the best ways of securing a good job and satisfactory work conditions. Our results confirm these findings on the French labour market. A higher education degree constitutes a relative protection against unemployment and nearly two thirds of young people claim that their skills are used in their current professional activity. At the other end of the scale, young people with no diplomas are highly exposed to unemployment: 32% were still unemployed after three years on the labour market. In France, a bachelor-level degree is currently deemed to represent a first threshold. This is confirmed among vocational bachelor graduates. 80% of graduates chose to leave higher education after a bachelor-level degree because they were keen to enter the labour market. While the employability of bachelor graduates is undeniable, the level of international mobility does not appear to be a determining factor for French graduates. Only students in en-gineering courses are strongly encouraged to undertake a period of study abroad to achieve the level of profi-ciency in English required as part of their degree.
Overall in 2004, vocational higher education graduates entered the labour market in better conditions than their predecessors. After three years, a greater number of graduates had secured a permanent job and were better paid. A diploma has never been a more valuable asset than it is today. Despite unfavourable economic circumstances and significant changes in the provision of training, the hierarchy of diplomas remains un-changed. It is worth recalling that the careers and income of higher education graduates are significantly more favourable than school leavers generally, with the likelihood of a rapid and permanent access to em-ployment being very high. Higher education graduates also tend to be less exposed to the effects of changing economic circumstances, despite continuing disparities between Grandes Ecoles graduates and university graduates.
These observations highlight the continuing influence of forms of higher education inherited from the past (Brennan, Tang, 2008) – an influence that is likely to change as a result of the increasing vocationalisation of university education, not unlike the changes affecting other European countries. As noted by Teichler (2007), the debate surrounding the conflict between general and vocational courses is seldom addressed in British universities, while vocationalisation is becoming increasingly important in France and to a lesser extent in Germany. This reflects the levels of job satisfaction felt by students and recorded in Cereq and REFLEX (Research into Employment and professional Flexibility) surveys (Allen, Van der Velden, 2007; Guégnard et alii, 2008). In the British context, job satisfaction is primarily related to income, while in Germany it is more closely related to the specific type of job or professional occupation.”
(10EMBAC_Konferenzband_ENG_final.pdf, Seite 63 ff)
Dokumente und Reports
In dem Konferenzband der Tagung “Employability and Mobility of Bachelor Graduates in Europe” in Berlin im Jahre 2010 werden die Ergebnisse zweier aufeinanderfolgender Befragungen (2004 und 2007) von Perso-nen diskutiert, die eine berufsorientiertes Studium mit dem Bachelor abgeschlossen hatten.
Reports
Giret, Jean-François, Guégnard, Christine & Michot Claire. Country Report on Employability and Mobil-ity of Bachelor Graduates in France. The vocationalisation of higher education programme: a success story. Report presented on the International Conference “Employability and Mobility of Bachelor Graduates in Europe”, Sept. 30 – Oct. 1 2010, Berlin.
(10EMBAC_Konferenzband_ENG_final.pdf, Seite 63 - 73) Links
iredu.u-bourgogne.fr/
www.cnrs.fr www.cereq.fr
www.cnrs.fr/fr/organisme/presentation.htm
www.cereq.fr/index.php/menus/entete_de_page_menu_inferieur/Le-Cereq