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Peut-on encore occuper des emplois qualifiés après un CAP ou un BEP ?

Author

Listed:
  • Liliane Bonnal
  • Pascal Favard
  • Sylvie Mendès-Clément

Abstract

[ger] Ermoglicht ein Gesellenbrief oder ein Berufsschulabschluss noch Zugang zu einer qualifizierten Beschäftigung ? . . Diplome wie Gesellenbriefe, Berufsschulabsehlüsse usw. ermëgliehen weniger ais in der Vergangenheit den Zugang zu Arbeiterarbeitsplatzen oder qualifizierten Besehaftigungen; eine Entwieklung, bei der sieh die Frage naeh den Faktoren stellt, die für den Zugang der Jugendliehen zu einer qualifizierten Besehaftigung naeh Absehluss ihrer Erstausbildung entseheidend sind: effektiver Erwerb des vorbereiteten Absehlusszeugnisses, Ausbildungsweg (Lehre oder Berufsgymnasium), Faehriehtung usw. Mit der Analyse der berufliehen Werdegange der Jugendliehen, die im September 1992 und September 1998 auf den Arbeitsmarkt kamen, lasst sieh diese Frage teilweise beantworten. Diese Werdegange beziehen sieh auf die drei Jahre naeh Absehluss der Ausbildung und unterseheiden fünf Situationen: Arbeitslosigkeit, Untatigkeit, nieht qualifizierte Besehaftigung, qualifizierte Beschâftigung und hoeh qualifizierte Besehaftigung. Unabhangig vom Jahr und von der betreffenden Population lasst sieh eine gewisse Rekurrenz der Arbeitsverhaltnisse feststellen. So begünstigt eine kurzfristige qualifizierte (bzw. nieht qualifizierte) Besehaftigung die Rüekkehr zu einer qualifizierten (bzw. nieht qualifizierten) Besehaftigung. Der Besitz eines Diploms fërdert den Übergang von der Arbeitslosigkeit zur Besehaftigung, begrenzt den Übergang zur Arbeitslosigkeit und kann sogar den Zugang bestimmter Kategorien von Jugendliehen zu einer hëher qualifizierten Besehaftigung erleichtern. Dagegen wirkt sieh der Tatigkeitssektor im Verbund mit dem vorbereiteten Diplom nur wenig auf den Umfang dieser Übergange aus. Die Lehre garantiert schlieBlich einen besseren Berufsstart ais das Gymnasium im Hinbliek auf die Qualifizierung und die Stabilisierung der Besehaftigungen. Die Arbeitsmarktlage ist für Manner besser ais für Frauen. Bezüglieh der Qualifikation der Besehaftigung ist sie zudem für die Absolventen von 1992 günstiger ais für die Absolventen von 1998. [spa] ¿Existe la posibilidad de ocupar empleos calificados después de un Certificado de Actitud Profesional o un Titulo de Estudios Profesionales? . . Aunque en menor grade que durante el pasado, los tftulos de nivel V (Certificado de Estudios Profesionales, Tftulo de Estudios Profesionales, etc.) permiten acceder a empleos de operarios 0 empleados calificados. Dicho cambio induce a preguntarse sobre los factores que condicionan el acceso de los jovenes a un empleo calificado al término de su formacion inicial: retencion efectiva para la carrera a la que han sido preparados, opcion elegida (aprendizaje 0 liceo profesional), especializacion de preparacion, etc. El analisis de las trayectorias profesionales de los jovenes que ingresan en el mercado laboral en septiembre de 1992 y septiembre de 1998 aportan algunas respuestas. En los tres anos siguientes, dichas trayectorias incitan su salida dei sistema educativo, distinguiéndose asf cinco situaciones: el desempleo, la inactividad, el empleo no calificado, el empleo calificado y el empleo muy calificado. Sin considerar el ano ni la poblacion, se distingue cierta reiteracion de los empleos ocupados. Por ende, el paso por un empleo calificado (respectivamente no calificado) favorece la obtencion de otro empleo calificado (respectivamente no calificado). Ser titulado favorece la transicion dei desempleo al empleo, restringe la misma hacia el desempleo y puede facilitar incluso el acceso de ciertas categorfas de jovenes a un empleo de mayor calificacion. Por el contrario, el sector de actividad para el diploma al que se ha sido preparado tiene poco efecto sobre la transicion. AI final, el aprendizaje brinda un mejor inicio profesional que el Iiceo en cuanto a calificacion y estabilidad laboral. La situacion de los hombres en el mercado laboral es mejor que el de las mujeres. Ademas, es mucho mas favorable, en términos de calificacion laboral, para los egresados de 1992 que para los de 1998. [fre] Peut-on encore occuper des emplois qualifiés après un CAP ou un BEP? . . Les diplômes de niveau V (CAP, BEP, etc.) permettent moins que par le passé d'accéder à des emplois d'ouvriers ou d'employés qualifiés. Cette évolution conduit à s'interroger sur les facteurs qui conditionnent l'accès des jeunes à un emploi qualifié au terme de leur formation initiale: détention effective du diplôme préparé, filière suivie (apprentissage ou lycée professionnel), spécialité préparée, etc. L'analyse des trajectoires professionnelles des jeunes entrant sur le marché du travail en septembre 1992 et en septembre 1998 apporte des éléments de réponse. Ces trajectoires portent sur les trois ans qui suivent leur sortie du système éducatif et distinguent ainsi cinq situations: le chômage, l'inactivité, l'emploi non qualifié, l'emploi qualifié et l'emploi hautement qualifié. Quelle que soit l'année et la population considérée, on observe une certaine récurrence des emplois occupés. Ainsi, le passage par un emploi qualifié (respectivement non qualifié) favorise le retour vers un emploi qualifié (respectivement non qualifié). Être titulaire du diplôme favorise les transitions du chômage vers l'emploi, limite celles vers le chômage et peut même faciliter l'accès de certaines catégories de jeunes à un emploi de qualification supérieure. En revanche, le secteur d'activité associé au diplôme préparé a peu d'effet sur les intensités de transition. L'apprentissage, enfin, assure de meilleurs débuts professionnels que le lycée en termes de qualification et de stabilité des emplois. La situation sur le marché du travail est meilleure pour les hommes que pour les femmes. Elle est de plus, en terme de qualification des emplois, plus favorable pour les sortants de 1992 que pour les sortants de 1998. [eng] Can Occupational Proficiency Diplomas (CAP) and Vocational Diplomas (BEP) Still Lead to Qualified Jobs? . . Level V diplomas, such as occupational proficiency diplomas (CAP) and vocational diplomas (BEP), are less likely to lead to qualified jobs than in the pasto This trend raises questions about the factors that influence a young person's access to qualified jobs at the end of their initial training, such as qualification success or failure, the route followed (apprenticeship or professional lycée) and specialization, etc. The professional career paths of young people entering the labour market in September 1992 and in September 1998 were studied, and focused on the three years following their departure from the education system. Five different situations can be distinguished: unemployment, inactivity, non-qualified employment, qualified employment and highly qualified employment. Regardless of the year or population, movement between these situations is uncommon. People who have already occupied a qualified job (or non-qualified job respectively) tend to seek another qualified job (or non-qualified job respectively). Diploma holders find it easier to trade unemployment for employment and are less likely to become unemployed. For some, the diploma increases their chances of finding a highly qualified job. The diploma holder's sector of activity has little bearing on these trends. In short, apprenticeships offer a better professional start than lycée in terms of qualification and job stability. The labour market situation is more advantageous for men than for women. In terms of the qualification of jobs, new entrants joining the labour market in 1992 are better placed than those joining in 1998.

Suggested Citation

  • Liliane Bonnal & Pascal Favard & Sylvie Mendès-Clément, 2005. "Peut-on encore occuper des emplois qualifiés après un CAP ou un BEP ?," Économie et Statistique, Programme National Persée, vol. 388(1), pages 85-105.
  • Handle: RePEc:prs:ecstat:estat_0336-1454_2005_num_388_1_7171
    DOI: 10.3406/estat.2005.7171
    Note: DOI:10.3406/estat.2005.7171
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    References listed on IDEAS

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    1. Heckman, James & Singer, Burton, 1984. "A Method for Minimizing the Impact of Distributional Assumptions in Econometric Models for Duration Data," Econometrica, Econometric Society, vol. 52(2), pages 271-320, March.
    2. Liliane Bonnal & Denis Fougère & Anne Sérandon, 1997. "Evaluating the Impact of French Employment Policies on Individual Labour Market Histories," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 64(4), pages 683-713.
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    1. Powell, Justin J. W. & Coutrot, Laurence & Graf, Lukas & Bernhard, Nadine & Kieffer, Annick & Solga, Heike, 2009. "Comparing the relationship between vocational and higher education in Germany and France," Discussion Papers, Research Unit: Skill Formation and Labor Markets SP I 2009-506, WZB Berlin Social Science Center.
    2. Elodie Alet & Liliane Bonnal, 2012. "L’apprentissage : un impact positif sur la réussite scolaire des niveaux V," Économie et Statistique, Programme National Persée, vol. 454(1), pages 3-22.

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