Cultural diversity, gender and integration of the difference in initial VET (Project 3)
This research covers the integration of qualitative and quantitative minorities in the process of professional training. The goal is to obtain a better understanding of the current situation, so as to contribute to improving the training of professional teachers.
Professional training in Switzerland is characterised by a strong degree of cultural diversity in its audiences and at the same time by many mono-gendered training fields that are mono-gendered. This exploratory research is intended to better define the representations developed by teachers with respect to qualitative and quantitative minorities, to understand the impact of their presence in the classes and to access the pedagogical arrangements put in place. Finally, this study aims to identify possible gaps in the training of professional teachers with regard to the management of cultural diversity and gender, in order to working out improvements or solutions tracks.
This qualitative research of an exploratory nature is being carried out in the cantons of Vaud, Valais and Neuchâtel, within the training programmes for house painters and for hairdressers. The project, which began in October 2007 and is due to be completed in June 2010, is divided into 3 phases which are distinct but closely linked:
- Development of an in-depth theoretical framework and conduct of a dozen experts' interviews.
- Carrying out, transcription and thematic content analysis of about twenty semi-directed interviews with teachers. On site observations in classrooms.
- Drafting of a final report, highlighting good practices, formulation of recommendations for the professional school’s managers and/or teachers.
We are currently in the midst of the interview analysis phase, which is expected to last until the end of the year.
This study brings important initial insights to a totally unexplored subject, and thus constitutes a first building block in the consideration of qualitative and quantitative diversities in the context of initial VET. In view of the interest of the questions addressed in this research, the study will be extended, under a form still to be determined, until end 2012