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Territories differentiated  by socio-economic features shape the educational pathways Yvette Grelet (Céreq-ESO Caen, Franc...
A systemic approach <ul><li>Led at a sub-regional level </li></ul><ul><li>Taking account of multiple dimensions </li></ul>...
A zoning into 348 ‘employment zones’ ITGO 2010 Rennes 25 Mars
Cluster analysis  based on 21 socioeconomic indicators <ul><li>Size of firms </li></ul><ul><li>Share of each activity sect...
6 types of environment ITGO 2010 Rennes 25 Mars
Tertiary activities: Urban zones ITGO 2010 Rennes 25 Mars
Tertiary activities and small firms ITGO 2010 Rennes 25 Mars
Declining manufacturing industry ITGO 2010 Rennes 25 Mars
Dynamic manufacturing industry ITGO 2010 Rennes 25 Mars
Rural with industry ITGO 2010 Rennes 25 Mars
Rural with agriculture ITGO 2010 Rennes 25 Mars
Diverse factor for a « local effect » <ul><li>Contextual effects result of combined factors: </li></ul><ul><ul><li>Histori...
Conclusion <ul><ul><li>Consider qualification needs in the frame of societal change </li></ul></ul><ul><ul><li>Take accoun...
<ul><ul><li>Thanks for your attention </li></ul></ul>ITGO 2010 Rennes 25 Mars
Panel of pupils enrolled in secondary education in 1995 (1) <ul><li>18000 pupils (1/40) </li></ul><ul><li>Whole schooling ...
<ul><li>Effect of: </li></ul><ul><ul><li>Achievement (age when entering sec. Ed.) ) </li></ul></ul><ul><ul><li>Social orig...
Voc sec diploma CAP/BEP (3C) or Voc Bac (3B) Vs  Gen bac or tertiary (3A, 4,5) (n=8174) CAP/BEP (3C)  Vs  Voc Bac (3B) (n=...
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3BGrelet Itgo 25 Mars 2010

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  • Séminaire du grand Ouest Nantes 10/09/07 Une enquête à laquelle participent donc Yvette, Gérard, Cyril et qui a bénéficié de l’aide de Maxime, Elise, Sylvie.
  • CAP ( Certificat d’aptitude professionnelles ) Certificate of vocational competence BEP ( Brevet d’études professionnelles) : Vocational studies diploma
  • Transcript of "3BGrelet Itgo 25 Mars 2010"

    1. 1. Territories differentiated by socio-economic features shape the educational pathways Yvette Grelet (Céreq-ESO Caen, France) ITGO 2010 Rennes 25 Mars
    2. 2. A systemic approach <ul><li>Led at a sub-regional level </li></ul><ul><li>Taking account of multiple dimensions </li></ul>ITGO 2010 Rennes 25 Mars
    3. 3. A zoning into 348 ‘employment zones’ ITGO 2010 Rennes 25 Mars
    4. 4. Cluster analysis based on 21 socioeconomic indicators <ul><li>Size of firms </li></ul><ul><li>Share of each activity sector </li></ul><ul><li>Share of public / private sector </li></ul><ul><li>Rate of skilled / unskilled workers </li></ul><ul><li>Unemployment rate </li></ul><ul><li>… </li></ul>ITGO 2010 Rennes 25 Mars
    5. 5. 6 types of environment ITGO 2010 Rennes 25 Mars
    6. 6. Tertiary activities: Urban zones ITGO 2010 Rennes 25 Mars
    7. 7. Tertiary activities and small firms ITGO 2010 Rennes 25 Mars
    8. 8. Declining manufacturing industry ITGO 2010 Rennes 25 Mars
    9. 9. Dynamic manufacturing industry ITGO 2010 Rennes 25 Mars
    10. 10. Rural with industry ITGO 2010 Rennes 25 Mars
    11. 11. Rural with agriculture ITGO 2010 Rennes 25 Mars
    12. 12. Diverse factor for a « local effect » <ul><li>Contextual effects result of combined factors: </li></ul><ul><ul><li>Historical reasons </li></ul></ul><ul><ul><li>Disparity of educative supply </li></ul></ul><ul><ul><li>Response to the needs of local economy </li></ul></ul><ul><ul><li>Local government policies </li></ul></ul><ul><ul><li>Response to families’ demand (social reproduction, local standards) </li></ul></ul>ITGO 2010 Rennes 25 Mars
    13. 13. Conclusion <ul><ul><li>Consider qualification needs in the frame of societal change </li></ul></ul><ul><ul><li>Take account of heterogeneity within region </li></ul></ul><ul><ul><li>Multiple factors embedded </li></ul></ul>ITGO 2010 Rennes 25 Mars
    14. 14. <ul><ul><li>Thanks for your attention </li></ul></ul>ITGO 2010 Rennes 25 Mars
    15. 15. Panel of pupils enrolled in secondary education in 1995 (1) <ul><li>18000 pupils (1/40) </li></ul><ul><li>Whole schooling curriculum until 2002 </li></ul><ul><li>Place of residence (Size of district) </li></ul><ul><li>Family background (Father’s occupation) </li></ul><ul><li>Parents’ aspirations </li></ul><ul><ul><li>What is the most useful diploma to get a job? </li></ul></ul>
    16. 16. <ul><li>Effect of: </li></ul><ul><ul><li>Achievement (age when entering sec. Ed.) ) </li></ul></ul><ul><ul><li>Social origin (socio-occupational category of father; father’s level of education) </li></ul></ul><ul><ul><li>Spatial environment (size of district) </li></ul></ul><ul><li>On: </li></ul><ul><ul><li>Give preference to vocational secondary diplomas </li></ul></ul><ul><ul><li>When choosing Voc. sec., rather CAP/BEP than vocational baccalaureat. </li></ul></ul>Parents’ assessment: « most useful diploma »
    17. 17. Voc sec diploma CAP/BEP (3C) or Voc Bac (3B) Vs Gen bac or tertiary (3A, 4,5) (n=8174) CAP/BEP (3C) Vs Voc Bac (3B) (n=2822) Rural, small town (1,6) +++ (1,4) +++ City (0,8) -- Low achiever (12+) (2,2) ++++ (2,3) ++++ Father ed° >=4 (0,4) -- Father farmer,self-employed - (0,8) - Father professional (0,5) --- Father skilled manual (1,2) +++ Father unskilled man. (1,7) +++
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