[PDF] The French Vocational Baccalauréat Diploma: space of a plural

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VOCATIONALTRAININGNO36 EUROPEANJOURNAL

Cedefop

33

Bénédicte

Gendron

Maître de

Conférences -

Habilitée à diriger des

Recherches, University

of Montpellier III

Introduction

Until the vocational baccalauréatdiploma

was created, the French hierarchical educa- tional system rested on strong structuring dualisms: on one hand, the opposition be- tween general and technological education, and vocational education; and on the other hand, the opposition between short and long studies. At the secondary level of education, the general baccalauréat , considered pres- tigious, welcomed students who were to fo- cus on higher education. At the opposite ex- treme, the vocational Certificat d'Aptitude

Professionnelle (CAP) and the Brevet d'É-

tudes Professionnelles (BEP) were consid- ered as the route of relegation and exclu- sion, reinforcing negative characteristics in students encountering learning difficulties.

But since the creation of the vocational bac-

calauréat, this structure has been modi- fied (see appendix). This vocational bac- calauréatmust offer students who failed in general education a path for continuing their studies or catching up through options that are socially more prestigious. As a result, this programme could play an important, if not determining, role in schooling for young people excluded in the battle against academic failure. But do young people ex- cluded from the élite track find in this op- tion, as Alice lost in Wonderland, a chance to create their own pathway? Some 20 years after its creation (1985) we could question whether this diploma has fulfilled its objec- tives. This paper will not attempt to answer this question but will focus on an addi- tional important aspect: has the vocational baccalauréatprogramme contributed to in- novation and opinion changes in French ini- tial secondary education? More precisely, has the social perception of vocational ed- ucation changed since this baccalauréatwas created? A Leonardo da Vinci project enti- tled Analysis and comparison of social rep-resentations of VET in different European countries (VET-Cultures) suggested that for students, this vocational education pro- gramme seems to be a space, time and pe- riod for a plural transition: from failure to success, from weak self-esteem to self-con- fidence, from dependence to autonomy, from childhood to adulthood, from school to work.

In this paper, we analyse some of those tran-

sitions, occurring mainly during the student period, via case-studies examining the dy- namic of social representation of VET.

A victim of the role that the institution itself

has forced it to play, vocational education and training in France has always seemed a negative and exclusive model in the eyes of the public at large (Pelpel and Troger, 1993) until, perhaps, the arrival of a new voca- tional diploma: the French vocational bac- calauréatdiploma. Created in 1985, this new diploma, undertaken in two years after an initial period of vocational training and al- lowing immediate entry into working life, was not only intended to attest to skills adapt- ed to the new technological demands and changes in work organisation but also to re- new interest in VET. Now, 20 years after its creation, it could be questioned whether this diploma has met its original goals. The aim of this paper is more modest, raising the issue of whether the vocational baccalau- réatprogramme has contributed to innova- tion and opinion changes in French initial secondary education. More precisely, has the social representation of vocational edu- cation changed since this baccalauréatwas created?

From different studies (Marquette, Mériot

and Kirsch, 1994), the vocational baccalauréat seems to be an interesting success. Even though it does not lead to well-established recognition in the occupational field con- cerned, and while the companies makingThe French Vocational

BaccalauréatDiploma:

space of a plural transition for the youth

The French secondary hier-

archical educational system resting upon strong struc- turing dualisms, has been modified by the creation of the vocational baccalauréat.

This aims at offering students

who failed in general educa- tion a path for continuing their studies or catching up through tracks that are so- cially more prestigious. Some

20 years after its creation, do

students find in this diploma a chance to create their own pathway? Has it changed the social perception of vocational education and training (VET)?

From our research, this track

seems to be, for students, a space, time and period for a plural transition: from fail- ure to success, from weak self- esteem to self-confidence, from dependence to autono- my, from childhood to adult- hood, from school to work.

Using case-studies, we analyse

the diverse transitions oc- curring, mainly during the school period, through the dynamic of social represen- tation of VET.

VOCATIONALTRAININGNO36 EUROPEANJOURNAL

Cedefop

34
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