Session Information
05 SES 05.5 PS, General Poster Session
General Poster Session
Contribution
Heavy with consequences as much for the individuals involved as for society, dropping out of school appears as a matter for concern and reflection both for researchers and the policies of the nineties (Thibert, 2010 ; Esterle-Hedibel, 2006; Janosz, 2000). Although the situation in Switzerland is appreciably different from that of its neighbours - the rate of premature exit without secondary diploma from the education system being weaker than in the rest of Europe (Switzerland’s dropout rate: 7.3% [CDIP, 2006]; Europe’s drop out rate 12.8% [Eurostat, 2013]) - the fight against school dropout remains however present and, like elsewhere, a major stake. Thus, in response to the relative inadequacy of the school structures shown by many works of international scale (Blaya, 2010), alternate devicesat regular schools are proposed by political authorities, administrations in charge of school or professional education and educational teams aiming to support the success of pupils who have dropped out or are at risk of dropping out.
In this context, research that we are currently conducting is looking at school drop out through the study of a sandwich course facility implemented in the canton of Vaud (Switzerland) - the Module of Temporary and Alternative Activities to Schooling (Module d’Activités Temporaires et Alternatives à la Scolarité – MATAS). The services provided by this device depend on the General Department of Obligatory Teaching and the Youth Protection Service of the canton of Vaud and rely on a “teacher-educator” dyad.
The assumption of responsibility by MATAS, whose total duration is fixed at three months (renewable once), aims at the continuation of the schooling of the pupil (RLEO, 2012). Remaining attached to his or her establishment of origin class, the pupil alternates between his/her class of origin and MATAS for two or three days a week.
Because of the above-mentioned characteristics of the facility, the pupil is then led to carry out multiple transitions throughout the assumption of responsibility by MATAS, 1) from one place to another; 2) from one professional to another; 3) from one class group to another. If several studies show that involvement of multiple actors is necessary to prevent school dropout (Blaya, Gilles, Plunus, & Tièche Christinat, 2011), others highlight that multiplication and succession of different actors do not improve pupils learning (Bautier et al., 2002). Consequently, one can ask oneself if such a facility, partially excluding the pupil in difficulty from his class of origin, does not take part in making his school path discontinuous or incoherent and if this measure does not support a parcelling out of the training, knowledge and experiences of school, making the later reintegration of the pupil into his or her ordinary class more perilous.
The suggested communication fits in the phase of our research which is interested in the discourse of teachers and educators working within MATAS. In particular, it seeks to answer questions relating to the various transitions emanating from the characteristics of the MATAS facility via three questions of research:
1) To what extent is the problematic of daily alternation lived by pupils present in the discourse of MATAS professionals (teachers and educators)?
2) What are the various elements inherent in the teaching activities and alternatives proposed within MATAS which are perceived by the professionals to support continuity in the various transitions lived by the pupil 1) from one place to another; 2) from one professional to another; 3) from one class group to another?
3) How is the transition towards full-time integration (aim of MATAS) considered and implemented by the professionals?
Method
Expected Outcomes
References
Albarello, L. (2012). Apprendre à chercher (4e éd.). Bruxelles, Belgique : De Boeck. Bautier, E., Bonnérey, S., Terrail, J.-P., Bebi, A., Branca-Rosoff, S., & Lesort, B. (2002). Décrochage scolaire: genèse et logique des parcours. Retrieved from website: https://halshs.archives-ouvertes.fr/halshs-00808806 Blais, M., & Martineau, S. (2006). L’analyse inductive générale : description d’une démarche visant à donner un sens à des données brutes. Recherches Qualitatives. 26(2), 1-18. Blaya, C. (2010). Décrochages scolaires. L'école en difficulté. Bruxelles : De Boeck. Blaya, C., Gilles, J.-L. Plunus G., & Tièche Christinat, C. (2011). Accrochage scolaire et alliances éducatives: vers une integration des approches scolaires et communautaires. Education et francophonie, XXXIX :2 (automne 2011), 227-249. Conférence des Directeurs de l’Instruction Publique (CDIP). Communiqué de Presse du 13.11.2006. Davantage de diplômés du secondaire II. Retrieved from website: http://www.edk.ch/dyn/13184.php Esterle-Hedibel, M. (2006). Absentéisme, déscolarisation, décrochage scolaire, les apports des recherches récentes. Déviance et Société, 30, 41-65. Eurostat (2013). Communiqué de Presse du 11.04.2013. La lutte contre le décrochage scolaire progresse et le nombre de diplômés de l’enseignement supérieur augmente, mais les hommes sont de plus en plus à la traîne. Retrieved from website: http://europa.eu/rapid/press-release_IP-13-324_fr.htm Janosz, M. (2000). L'abandon scolaire chez les adolescents : perspective nord-américaine. VEI Enjeux, 122, 105-127. Krueger, R. A., & Casey, M. A. (2009). Focus Groups : a practical guide for applied research (4th ed.). Thousand Oaks, CA : Sage. RLEO (2012). Règlement d’application de la loi du 7 juin 2011 sur l’enseignement obligatoire. Canton de Vaud : Conseil d’état du canton de Vaud. Thibert, R. (2013). Le décrochage scolaire : diversité des approches et diversité des dispositifs. Dossier d’actualité veille et analyse, 84.
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