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International audience; Over the past decades, educational policy implementations in France and Switzerland have increased the eligibility of those completing (upper or post compulsory) secondary education to access higher or tertiary education, by introducing vocationally orientated programs on the upper secondary level that offer access to higher education. Such policies should help to reduce some of the well-known inequalities in the educational system by improving educational achievement of disadvantaged groups such as students with an immigrant background or those coming from low socioeconomic and cultural households. In this paper we wish to clarify not only if, but also how - through which institutional settings - higher education is accessed by male and female students of lower cultural capital (i.e. non HE parental education or "First generation" students (the first of their family to access HE)). We are primarily interested in the possible social mobility for these men and women arising from the aforementioned country-specific educational policies designed to increase the enrolment in tertiary education.

Despite their different histories as countries of immigration, Switzerland, France and Canada all have a sizeable immigrant population, some of which do experience obstacles in their educational and professional careers. However, both access rates of immigrant students as well as institutional routes to higher education vary remarkably between the three countries. On the one hand, France and Switzerland offer both academic and vocational routes to higher education, whereas academic routes prevail in Canada. On the other hand, immigrant students are underrepresented in Swiss and French higher education, while they generally seem to be much more successful in Canada. In this paper we wish to clarify not only if, but also how - through which institutional settings - higher education is accessed by students from vulnerable immigrant groups. We are primarily interested in the possible reinforcement or reduction of educational inequalities arising from country-specific educational policies designed to increase the enrolment in tertiary education, particularly the flow from upper-secondary vocational educational tracks to higher tertiary ones. Indeed, do vocational routes leading to higher education enhance the educational opportunities of the immigrant youths?

Parcours d'études favorisant l'accès à l'enseignement supérieur des jeunes d'origine immigrée en Suisse, France et au Canada - Les politiques éducatives des dernières décennies ont favorisé les poursuites d'études des élèves jusqu'aux niveaux post-secondaires. Ces politiques devraient contribuer à réduire certaines inégalités connues dans le système éducatif en améliorant la réussite scolaire des groupes défavorisés ou vulnérables tels les enfants d'origine immigrée ou de milieu social modeste. Dans cet article, nous cherchons à préciser non seulement si, mais aussi comment les parcours scolaires, permettent l'accès à l'enseignement supérieur des jeunes d'origine immigrée, en mobilisant trois enquêtes longitudinales. Quels sont leurs parcours ou cursus pour continuer des études supérieures ? Ces jeunes ont-ils les mêmes chances d'accès à l'enseignement supérieur dans les trois pays ?

In this chapter we wish to clarify through which institutional pathways higher education is accessed by immigrant group students in Switzerland and France. We have chosen these two countries because they differ from each other both in their educational systems and in the ways new routes to higher education have been set up through vocationally orientated programmes. The educational landscape in France is characterised by a more school-based system and has a greater tradition of prestigious tertiary education institutions (Duru-Bellat et al., 2008). Moreover, traditional vocational education and training (VET) does not have very high status and therefore fails to attract a large proportion of well-performing students. However, France has witnessed a vocationalisation of the academic route to higher education through the implementation of the specifically vocationally orientated track (particularly the baccalauréat professionnel). The situation in Switzerland is more or less reversed. Less people pursue academic education and over two thirds of students enrol in a variety of VET programmes. In the Swiss case, a new route to higher education has been created through the academisation of VET with the setting up of the Federal Vocational Baccalaureate diploma that grants access to universities of applied science. Using youth panel data from France (DEPP panel d'élèves) and Switzerland (Transitions from Education to Employment, TREE), we will analyse the pathways to higher education in both countries in more detail, looking specifically at the access of higher education through different educational tracks while taking in account the different characteristics of the students, e.g. immigrant backgrounds, gender and aspirations.

En ligne sur : http://www.telescope.enap.ca/Telescope/docs/Telv20_no2_Kamanzi_Guegnard_Imdorf_Koomen_Murdoch.pdf; International audience; This article looks at how the organization of the education system and the pathways leading to higher education enable social mobility or on the contrary the reproduction of inequalities. We thus compare three countries: France, Switzerland, and Canada. The results using panel data in these three countries show two different situations. The more higher education is valued rather than vocational training, the more inequalities tend to increase. The competition is such that it is the youth with a privileged social background who benefit more from its expansion. On the other hand, when the vocational education and training is more valued, inequalities in higher education could tend to be more moderate.; Le présent article examine dans quelle mesure l'organisation des trajectoires scolaires et les parcours conduisant à l'enseignement supérieur favorisent la mobilité sociale ou au contraire la reproduction des inégalités. Nous avons comparé trois pays : la France, la Suisse et le Canada. Les résultats obtenus à partir des données tirées des panels d'enquêtes menées dans ces trois pays permettent d'observer deux situations inversées. Plus l'enseignement supérieur est valorisé au détriment de la formation professionnelle, plus les inégalités ont tendance à s'exacerber. La compétition y est telle que ce sont les jeunes de milieu favorisé qui tirent davantage profit de son expansion. Par contre, lorsque la formation professionnelle est valorisée, les inégalités dans l'enseignement supérieur auraient plutôt tendance à être modérées.

Despite their different histories as countries of immigration, Switzerland, France and Canada all have a sizeable immigrant population, some of which do experience obstacles in their educational and professional careers. On the one hand, France and Switzerland offer both academic and vocational routes to higher education, whereas academic routes prevail in Canada. In this paper the authors clarify not only if, but also how - through which institutional settings - higher education is accessed by students from vulnerable immigrant groups. The results show that across the three countries, 1st and 2nd generation Northern African youths in France, Turkish or former Yugoslavian youths in Switzerland and Latino and Caribbean youths in Canada are respectively underrepresented in higher education. These differences are greatly reduced and even disappear when the socioeconomic background and educational performance in secondary school is controlled for.

Using panel data from France (DEPP) and Switzerland (TREE) the pathways to higher education in the two countries were analysed, looking specifically at the accessibly of higher education through different educational tracks while taking into account different characteristics of the students, i.e. gender and different immigrant backgrounds. How the institutional settings in both countries influence access to higher education with a special interest in the integrative function of vocational baccalaureate certificates. If the educational characteristics of the North African youths in France and those of students with Turkish or former Yugoslavian background in Switzerland were similar to those of the native students, the former would have at least the same odds of obtaining a baccalaureate diploma and access to tertiary education.

Le présent article examine dans quelle mesure l’organisation des trajectoires scolaires et les parcours conduisant à l'enseignement supérieur favorisent la mobilité sociale ou au contraire la reproduction des inégalités. Nous avons comparé trois pays : la France, la Suisse et le Canada. Les résultats obtenus à partir des données tirées des panels d’enquêtes menées dans ces trois pays permettent d’observer deux situations inversées. Plus l’enseignement supérieur est valorisé au détriment de la formation professionnelle, plus les inégalités ont tendance à s’exacerber. La compétition y est telle que ce sont les jeunes de milieu favorisé qui tirent davantage profit de son expansion. Par contre, lorsque la formation professionnelle est valorisée, les inégalités d'accès à l’enseignement supérieur auraient plutôt tendance à être modérées. This article looks at how the organization of education systems and the pathways leading to higher education foster social mobility or, on the contrary, the reproduction of inequalities. We thus compare three countries: France, Switzerland, and Canada. The results using panel data in the three countries show two different situations. The more higher education is valued rather than vocational education and training, the more inequalities tend to increase. The competition is such that it is the youth with a privileged social background who benefit more from its expansion. On the other hand, when vocational education and training is more highly valued, inequalities in accessing higher education tend to be more moderate. Der Artikel untersucht inwiefern die Organisation von Bildungssystemen und die damit verbundenen institutionellen Hochschulzubringer soziale Mobilität oder aber eine Reproduktion sozialer Ungleichheiten bewirken. Wir vergleichen dazu die drei Länder Frankreich, Kanada und die Schweiz. Die auf der Analyse von Paneldaten basierenden Befunde verweisen auf zwei gegenläufige Phänomene. Je höher die Tertiärbildung gegenüber der Berufsausbildung auf der Sekundärstufe gewertet wird, desto stärker ausgeprägt erweisen sich zum einen die sozialen Bildungsdisparitäten. Von der Bildungsexpansion scheinen dabei im Wettstreit um Hochschulbildung sozial bereits privilegierte Gruppen besonders zu profitieren. Zum anderen scheinen sich die sozialen Ungleichheiten im Zugang zum Hochschulbereich mit einer Höherwertung der beruflichen Ausbildung zu reduzieren.