Search

Given the purpose of their degree, vocational secondary education graduates do not generally seem to belong to the preparatory class leading to "Grandes Écoles" (CPGE). Stigmatised by a vocational track, they appear weak, because their social and school profile does not match with the content of the long programmes of higher education. However some of them venture into these programmes for elites. On the basis of semi-direct interviews, we attempt at presenting their standpoint, as they look for meaningful higher education and try to align their school career, their experiences and their expectations. Aware of the obstacles but without seeing themselves as vulnerable, these vocational baccalauréat holders accept the risks of such an unusual orientation in higher education: the CPGE represents the hope of escaping the destiny associated with the vocational track that they have appreciated. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article addresses the difficult question of the evaluation of the support systems for success in license through an in-depth study, at UCA, of the target audience of a device intended to support certain students in their (re) orientation in cross-referencing the results of two surveys. The first, conducted with first year undergraduate students, shows that they do not differ significantly, in terms of their potential need to be accompanied in their (re) orientation, depending on whether they have been labeled yes or yes., from Parcoursup. The second highlights on the one hand that the mastery of the language intervenes as a salient fact to characterize, by default, the students followed qualitatively. And on the other hand, that the attendance rates are different according to the fields experienced, Law, AES, Economy, Management . Questions emerge to adjust the system to the reality of the public and choose more appropriate and less segregative selection methods. The article deals with the difficult question of the program evaluation to help students achieve their Bachelor's degree by an in-depth study, at the UCA, of the target public of a program intended to accompany some students in their (re) orientation by cross- referencing the results of two surveys. The first, conducted among undergraduate students, shows that they do not differ significantly in their potential need to be support in their (re) orientation, depending on whether they have been labeled "yes" or "yes, if" on Parcoursup. The second shows that language proficiency is a salient factor in characterizing, by default, thestudents followed qualitatively and that the experienced sections, Law, AES, Economics, Management, do not have the same attendance rates. Questions arise in order to adjust the program to the reality of the public and to choose more appropriate and less segregated selection methods. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In France, the "Student Orientation and Success" law of March 8, 2018 created the Parcoursup platform and strengthened the role of secondary school teachers in supporting young people's orientation. Not trained for this, they nevertheless have to deal with this mission and the new features induced by the platform, which is the subject of strong criticism, particularly due to the inequalities it generates. The potential adjustments needed to deal with it then call into question the professional identity of secondary school teachers. The research focuses on how they accept or resist the reform through the prism of its reception and implementation. 23 high school teachers were interviewed in comprehensive semi-directive interviews. The results reveal a lack of training and skills in this area among the respondents. The latter feel illegitimate and remain uncertain about the effects that their support can have on the students' paths. Despite their converging perceptions regarding orientation, the latter reinterpret and adjust to this mission according to their seniority, their discipline and the context of their establishment. They are led to operate a "tinkering" to adapt as best as possible to the injunctions. In France, the "Orientation and Student Success" law of March 8, 2018, created the Parcoursup platform and strengthened the role of high school teachers in guiding young people in their orientation. Untrained for this, the latter nevertheless have to deal with this mission and the new features induced by the platform, which is the subject of strong criticism due in particular to the inequalities it generates. The potential adjustments required to cope with this challenge the professional identity of high school teachers. The research focuses on how the latter accept or resist the reform through the prism of their reception and implementation. 23 high school teachers were interviewed using comprehensive semi-directive interviews. The results highlight a lack of training and skills in this area among the respondents. The latter felt illegitimate and remained uncertain about the effects that their support could have on the students' progress. Despite their convergent perceptions of orientation, they reinterpret and adjust to this mission according to their seniority, their discipline and the context of their school. They have to do a "makeshift job" in order to adapt to the injunctions as best they can. [ABSTRACT FROM AUTHOR]

This article examines, through the prism of the concept of mandate, the social conditions and effectiveness of the expansion of the role of head teachers in terms of guidance. After having resituated the mandate in its historical-political configuration, the article examines the frequency and nature of the support provided to students and the degree of commitment of teachers. From these two axes, the article outlines a typology of four support figures. This article uses the concept of mandate to examine the social conditions and the effectiveness of the expansion of the role of principal teachers in guidance. After resituating the mandate in its historical-political configuration, the article examines the frequency and nature of the support provided to students and the degree of commitment of teachers. From these two axes, the article sketches a typology of four figures of accompaniment. [ABSTRACT FROM AUTHOR]

We propose to understand the effects of recent reforms relating to career paths, including Parcoursup, on the division of labor in the school world and in particular on the professional group of high school teachers. Our analysis is based on socio-ethnographic research conducted in a comprehensive high school. The multiple and nebulous prescriptions redefine the license and mandate (Hughes, 1996) of teachers by broadening, in an opaque manner, their field of action. These new modes of regulation challenge the boundaries and jurisdictions (Abbott, 2016) of their work. To shed light on the opacities of the system, without training and with little perspective, they tinker. In this context, their commitments vary according to the students' academic profiles and in light of their social and professional dispositions. We propose to understand the effects of the recent reforms related to the orientation process, including Parcoursup, on the division of labor in the school world and, in particular, on the professional group of high school teachers. Our analysis is based on socio-ethnographic research conducted in a high school. The multiple and nebulous prescriptions redefine the license and mandate (Hughes, 1996) of teachers by broadening their field of action opaquely. These new modes of regulation challenge the boundaries and jurisdictions (Abbott, 2016) of their work. To shed light on the opacities of the system, they resort to pedagogical DIY. Their commitments vary according to their social and professional dispositions and the students' academic profiles. [ABSTRACT FROM AUTHOR]

The request to formalize a "motivated training project" on Parcoursup introduces a test of justification of the coherence of the course, which is therefore an integral part of the selectionorientation at the entrance to university courses. Based on a case study of students who changed direction despite the adequacy of their choice of orientation, the article shows that the project does not necessarily meet the requirement of coherence during studies, and that it sometimes even requires additional justification work. The analysis of the arguments used to justify the transition from one project to another highlights the way in which students have gradually acculturated to a temporalized conception of success. By appropriating the project as an instrument of reflexivity, students ultimately work to accept the fact of having given up their initial aspirations. The requirement to formalize a "motivated educational project" on Parcoursup introduces an ordeal for justifying the coherence of study choices, which is now a stakeholder of selectionorientation at the entrance to university. Based on a case study taking interest in students who have reoriented themselves despite the appropriateness of their orientation choice, the article shows that the project does not necessarily meet the demand for coherence all along study paths, and that it sometimes even requires additional justification work. Analysis of the arguments used to justify the transition from one project to another highlights the way in which students have gradually acculturated to a temporalized conception of academic success. By getting to grips with the project as an instrument of reflexivity, students are finally coming to terms with the fact they have given up on their initial aspirations. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study proposes to evaluate the implementation of the Parcoursup platform, introduced by the ORE law in 2018, based on open data made available by the Ministry of Higher Education. By looking at both official indicators and the measures made possible by these data, we attempt to shed light on public action on post-baccalaureate guidance. This insight is made difficult by partial data, with uneven reliability, and above all complex to interpret. This work opens up perspectives in its consolidation, and the design of national indicators to better qualify public action on post-baccalaureate guidance. This study proposes to evaluate the implementation of the Parcoursup platform, which was introduced by the ORE law in 2018, through the exploitation of open data made available by the Ministry of Higher Education. By examining both official indicators and measures made possible by these data, we aim to shed light on post-secondary orientation public policy. This attempt is made difficult by partial data with unequal reliability and, above all, complex to interpret. This work opens perspectives on their consolidation and the design of national indicators allowing for a better understanding of post-secondary orientation public policy. [ABSTRACT FROM AUTHOR]

One of the new features of Parcoursup is to increasingly integrate reorientations towards a first year of French higher education. Based on a qualitative study of reorientation files in sociology, this article questions the way in which the functioning of the Parcoursup system imposes institutional standards that are out of line with the non-linear paths of students in reorientation. The misalignments are twofold: on the one hand, the categories of the platform are out of step with the temporalities of student paths, and on the other hand, the order in which the files are filled out does not necessarily correspond to the reading made of them by the commissions. This partly explains why the rankings are often unfavorable to reorientations compared to new high school graduates. The French platform application for higher education, Parcoursup, increasingly integrates students who want to change their course of studies. This article is based on a qualitative study of applications for entry into a sociology degree at university. It discusses how Parcoursup imposes administrative norms onto students, and how said norms fail to encompass the non-linear trajectories of students as they change courses. First, the platform's categories are out of touch with those students' trajectories and temporalities. Moreover, application committees do not necessarily read and evaluate applications in the order the students filled them in, and intended them to be structured. This partly explains why students who change courses are at a disadvantage in admission rankings when compared to new high school graduates. [ABSTRACT FROM AUTHOR]

The recent period is marked by reforms (ORE and New General Baccalaureate) that have transformed the secondary-higher education transition, introducing a form of flow regulation via the Parcoursup platform on the one hand, and more flexibility via a logic of individualization of pathways on the other hand. In this article, we analyze the processes of socialization to individualization upstream and during the secondary-higher education transition at the time of the implementation of this new organization. Based on a qualitative survey of 20 2021 high school graduates, we describe how they appropriated these new rules. Ultimately, the framework, agents and socialization processes updated are: the destabilization of high school sociability, a freedom of choice leading high school students to manage uncertainties and to weigh or assume the consequences of their choices, procedural support inviting caution and the multiplication of higher education choices in the final year. All of this prepares high school students for a trying, opaque and often unequal secondary-higher education transition experience. Since 2018, 2 reforms (ORE Act, New Baccalaureate) have transformed the secondary to higher education transition. Both reforms introduce more regulation and adequacy from one hand and more flexibility and individualization from the other hand. In this article we analyze the process of socialization to individualization during the secondary to higher education transition at the time of this new organization with contradictory logics. Based on 20 interviews with 2021 high school graduates, we describe the way they appropriated the new rules, uncertainly and with a very little degree of personalized support. Thus, the ingredients of socialization to individualization established by the reforms prepare high school students for a difficult and unequal experience of the secondary to higher education transition. [ABSTRACT FROM AUTHOR]

Using Parcoursup data, we seek to understand the cohabitation of different stakeholder logics in the first-year university admissions procedure. The objective is to report on the articulation of the roles of each party (students, high school teaching teams, members of university application review committees) in the procedure. More specifically, it involves questioning the fairness of the process by identifying the selection principles implemented, caught between academic meritocracy and human intervention, and their effectiveness. The first part of the analyses aims to reveal the tension between the role of the application review committees that offer university places and the role of candidates who choose to enroll. Then, for different courses, we examine the place of "human intervention", that is to say what the qualitative opinions of the Fiche Avenir, formulated by secondary school teaching teams, and their degree of consideration in the prerankings, defined by higher education teaching teams, do to the Parcoursup procedure and its readability. We thus question the allocation procedure in higher education, based on academic meritocracy but supposed to be regulated by "human intervention" of secondary and higher education stakeholders. Using data from the French digital platform Parcoursup, which manages students' applications to higher education, we try to understand the coexistence of different users' logics in the access to the first year of higher education. The objective is to describe the role played by each other (the students, the secondary pedagogic teams, the members of the higher education selection commission) in the selection procedure. More precisely, we try to examine the fairness of the procedure identifying the justice principles at stake, caught between meritocracy and human intervention, and its effectiveness. The first part of the analyses aims at explaining the tension exercised by the selection commission that proposes places into university and the candidates that choose to register. Then for different academic disciplines, we examine the place of "human intervention". That is to say, we analyze what the formulation of qualitative judgments about applicants, made by the secondary teaching teams and their degree of consideration in the ranking defined by the higher education selection commission do to the application process and its readability. Thus, we put into question the affectation procedure to higher education which is funded on scholar meritocracy but also supposed to be regulated by the "human intervention" of the secondary and higher education scholar stakeholders. [ABSTRACT FROM AUTHOR]

The implementation of Parcoursup is part of a global change in orientation. Students and their parents, considered as actors in their education, are invited to make rational orientation choices, in particular by referring to a previously developed project. This article shows that high school students are receptive to this expectation, while maintaining a more or less instrumental relationship with their schooling. Although they almost all refer to a project, this nevertheless takes on different meanings in practice depending on the students. The article proposes to study the diversity of uses and expressions of the project logic among second-year students. Parcoursup is part of a global change in orientation. Students and their parents, who are considered to be actors in their own education. They are being encouraged to be rational in their orientation choices, with reference notably to a pre-defined project. This article shows that high school students are receptive to this expectation, while maintaining a more or less instrumental relationship with their schooling. Although almost all of them refer to a project, in practice it takes on different meanings depending on the student. This article examines the diversity of uses and expressions of the project approach among Year 10 students. [ABSTRACT FROM AUTHOR]

This study addresses the contextual aspects of the dropout phenomenon in higher education in Guadeloupe, in relation to the large proportion of professional bachelors in this region. Conducting life stories with students who have dropped out of the BTS assistant manager helps to better understand the tensions that weighed on their decision. Students are confronted with constrained orientations because the local higher education map does not meet the training needs and aspirations of professional bachelors. Thus, socioeconomic and territorial characteristics in Guadeloupe are major determinants for the integration of professional bachelors into higher education. [ABSTRACT FROM AUTHOR]

Through a questioning of the link between the 2018 high school reform and the ORE law, we show that the guidance support systems are available differently in secondary schools, depending on the priorities displayed by the management teams. These devices essentially activate organizational levers, the commitment of teachers being constrained by multiple difficulties. They are understood differently by high school students, depending on their capacity - socially constructed - to give meaning to their studies and to project themselves into the future. Our results, which are based on the analysis of 34 interviews, 369 questionnaires and 13 group debates, show a difficulty in reducing the inequalities of orientation towards higher education. Through the careful consideration of the links between the high school reform and the ORE Act (2018), we show how the measures set up by the high schools for counseling their students on the path to higher education vary from one place to another in accordance with the top priorities set by every board of education. These measures activate especially some organizational levers, the commitment of teachers being hampered by many difficulties. The way the high school students do understand them differ as well according to their capability (socially constructed) to envision both their future and their studies. Our findings, based on 34 interviews, 369 questionnaires and 13 debates, underline how difficult it is to reduce the inequalities in the field of guidance on the way to higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The duality of the French higher education system - universities and grandes écoles - involves many inequalities that policies strive to combat. Since the beginning of the 1980s, equal opportunities have been at the heart of all educational reforms and priority has been given to combating inequalities, whether gender, social, cultural or geographic. From there, the objective of this work is to analyze the effects of these various reforms on the evolution of inequalities of access to higher education, in particular access to prestigious training. We estimate a multinomial logistic regression to compare the Generation 1998 and 2013 databasesof Céreq by focusing on four vectors of inequalities: gender, cultural, geographic and social origins. Our results show that despite the reduction of certain inequalities, access to the various orientations of higher education and in particular access to prestigious training courses, remains very marked by inequalities, particularly gender and social. The French higher education system is characterized by a dual system -universities and "elite schools" - which is at the root of many inequalities that politics try to fight against. Since the 1980s, equal opportunities were at the heart of all educational reforms and the fight against inequalities became the priority whether they are gendered, geographical, social or cultural. Starting from this point, the aim of this work is to analyze the effects of the various reforms on the evolution of the inequalities of access to higher education especially with regard to prestigious courses. We use a multinomial logistic regression to compare the Cereq database Generation 1998 and 2013 focusing on four vectors of inequalities: gender, social, cultural and geographical inequalities. Our results show that in spite of a reduction of some inequalities, access to various areas of higher education and more particularly access to prestigious and selective training courses, remains affected by inequalities, in particular by gender and social inequalities. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The author proposes to consider the work of the study of undergraduate students at the university as both a social and didactic fact whose structuring modes in two disciplinary fields should be addressed. epistemologically contrasted: educational sciences and law. By means of a mixed methodology combining ethnographic observations, archival work, qualitative interviews and analytical statistics, it will explore the relationships between study, teaching and academic success by subdividing these macro-variables into micro -operational variables and describing their articulations. In this paper, the author examines studying at university as a social and didactical fact by bringing its structural patterns to light in two epistemologically contrasted subjects: law and education. Using a mixed methodology, articulating ethnographical observations, qualitative interviews and analytical statistics, the purpose is to explore the relationships between studying, teaching and academic success. By dividing up these macro-variables into micro-variables, we demonstrate that academic success is more related to the quality than the quantity of studying interconnected with how students perceive their teachers 'expectations which certainly depends on students' studying cultures and disciplines. [ABSTRACT FROM AUTHOR]

In France, the doctorate is a necessary condition for accessing permanent positions for researchers and teacher-researchers in higher education and public research. However, it is not a sufficient condition, even if a majority of young doctoral students wish to stabilize themselves in these jobs. Doctoral training, especially since the creation of doctoral schools, has sought to offer other professional alternatives. Based on Céreq surveys on the integration of young doctors, our work underlines a fairly marked drop in the aspirations of young doctors to join the academic sector at the end of their thesis. They also show that the increase in precariousness in this sector seems to affect their professional project by encouraging them to look to other outlets. [ABSTRACT FROM AUTHOR]

The university transition is a period punctuated by challenges that the student will have to be able to meet in order to adapt to his new environment. While the concrete analysis of the obstacles to the transition remains too little developed in the scientific literature; With most studies focusing on student-centered determinants, academic transition is generally viewed as a universal and invariant process across countries and institutions. Nevertheless, national and institutional particularities suggest that the transition contexts would be specific and would not always involve exactly the same adaptation challenges. In order to meet these limits, this article proposes to carry out an exploratory comparison of the experiences of students between a French university and a Belgian university and to study the characteristics of the two contexts which stand out with regard to the obstacles perceived by the students during their university transition. The analyzes show similarities but also important differences such as a greater perception of obstacles for women of a low socio-economic level in the Belgian case and greater differences between the sectors of study in the case of Belgium. French. The discussion proposed at the end of the article is enriched by a presentation of future perspectives to advance the debate on the impact of the diversity of contexts in higher education. The analyzes show similarities but also important differences such as a greater perception of obstacles for women of a low socio-economic level in the Belgian case and greater differences between the sectors of study in the case of Belgium. French. The discussion proposed at the end of the article is enriched by a presentation of future perspectives to advance the debate on the impact of the diversity of contexts in higher education. The analyzes show similarities but also important differences such as a greater perception of obstacles for women of a low socio-economic level in the Belgian case and greater differences between the sectors of study in the case of Belgium. French. The discussion proposed at the end of the article is enriched by a presentation of future perspectives to advance the debate on the impact of the diversity of contexts in higher education. Transition to Higher Education constitutes a challenging adjustment step for students that deserves major investigation. Yet, the transition obstacles are still overlooked. Most of international studies focused on individual predictors of adjustment and consider transition to Higher Education as a universal and invariant process. However, contextual characteristics of educational environment should be considered because they don't imply the same requirements for adjustment. In order to address this limitation, this paper realized an exploratory comparison of first year student experience between a French and a Belgian university. The results highlighted similarities and important changes in student's experience. For example, girls from underprivileged background tend to express more difficulties in Belgium and more important program differences were observed in France. The discussion and future perspective proposes new rationales to address context diversity in Higher Education. [ABSTRACT FROM AUTHOR]

The interventions of three specialists in pedagogy, university pedagogy and didactics established that other mechanisms than those of fractional distillation are possible and effective in higher education. Students' social and academic origins require them to acculturate to the demands and customs of academia. The role of writing in success is essential at this level and the organization of writing work with tools and a progressive method constitutes a relative innovation on which teacherresearchers can discuss. Higher education does not keep its promises of success because it systematically transforms its objectives into a prerequisite. Gold, the educational and didactic system is at least as important as the content of the training. Developing the superior in this direction is a political challenge that is not only interested in an elite, only the "winners", to use the image of François Dubet. [ABSTRACT FROM AUTHOR]

This contribution intends to test the rhetoric of equal opportunities at Omar Bongo University in Libreville with regard to the study and living conditions of students. In this perspective, the question that serves as a breadcrumb trail for this knowledge project is how to speak of equal opportunities in a context marked by different forms of precariousness. To answer this, the methodological approach is based on an analysis of the content of political discourse crossed with an examination of official statistics. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)