Effets de l’éducation à l’orientation dans le développement professionnel des élèves du second cycle de l’enseignement secondaire général : le cas des classes de terminale.

Abstract

This study focuses on the theme: "Effects of career education in the professional development of students in the second cycle of general secondary education: the case of upper sixth students". Mgbwa (2018), points out that the society in which we live requires of its members “performance”, “excellence” and “competitiveness”. academic and professional orientation has become one of the essential challenges of teaching and is at the center of the current concerns of the education system, yet many students in the final year seem to be embarking on courses for which they are not prepared and are often left to fend for themselves. Understanding the professional future of these students means questioning the mechanisms they develop to guide themselves, the approaches they take, the obstacles they encounter and the support they have. This research study is part of a comprehensive paradigm and is based on the qualitative method that uses semi-directive interviews as a data collection technique. This data was collected from three upper sixth students of the general secondary education who have just passed their GCE A’ level, but are still uncertain about the choice of the course they want to study in the university. The main results obtained following the thematic content analysis and with regard to the theoretical framework which is the sociocognitive theory of educational and professional guidance of Lent (2008), reveal that for the construction of professional development, students are not always accompanied by guidance professionals, even worse, after obtaining their GCE A’ level, the students are in an ambiguous situation, they are without reference points as regards to their professional development. At the end of this research study, the author proposes a transition from support to guidance towards an education to guidance that will help the learner develop skills allowing him to self-orientate in view of an integral professional development.