Études coopératives

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Les études coopératives sont une méthode structurée nord-américaine combinant des études de second cycle avec des stages et une expérience de travail. Les recherches indiquent que les employeurs évaluent l'expérience professionnelle auprès de leurs nouveaux employés [1] Une expérience de formation coopérative, communément connue sous l'appellation "co-op", permet d'avoir accès à une formation académique a partir d'une expérience de travail structurée. Les études coopératives sont en train de prendre une nouvelle importance en aidant les jeunes gens à effectuer la transition entre école et travail. Les études coopératives peuvent être assimilées aux systèmes français d'alternance et d'apprentissage dans le second cycle et notamment les études de génie au sein du réseau Itii ou des écoles de commerce et de management (ESSEC).

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[modifier] Histoire des études coopératives

[modifier] La fondation Schneider

Tandis qu'à la Lehigh University au début du XXe siècle, Herman (1872-1939), ingénieur, architecte et éducateur, concluait que les classes traditionnelles d'étudiants étaient inadaptées pour des étudiants techniciens (Smollins, 1999) Scheider observa que certains des plus brillants diplômés de Lehigh avait travaillé avant leur diplôme. Rassemblant les données au travers d'entretiens d'employeurs et de diplômés, il conçu le cadre pour l'éducation coopérative (1901). À cette époque, la Cernegie Technical School, now université Carnegie Mellon, ouvrit et de ce fait réduit le besoin pour le plan co-op de Scheinder dans la région autour de Lehigh University. Cependant, en 1903 l'université de Cincinnati désigna Scheinder au sein de leur faculté, et plus tard, en 1906, lui a accordé une année expérimentale afin de mettre en application son plan. Suivant cette année, l'University of Cincinnati lui donna toute latitude pour son programme co-op.

Schneider, beginning from the rank of Assistant Professor, would rise through the rank of Dean of Engineering (1906-1928) to become President (1929-32) of the University of Cincinnati, based largely upon the strength of the co-op program. Throughout his career, he was an advocate for the co-op framework. His thirty years of service to the University of Cincinnati are partly credited for that institution's worldwide fame.

In 1965, The Cooperative Education and Internship Association (CEIA) created "The Dean Herman Schneider Award" in honor of the contributions made by Dean Schneider in cooperative education. The award is given annually to an outstanding educator from faculty or administration.

[modifier] Les évolutions post-Cincinnati

[modifier] Modèles Co-op

Depuis ses débuts à Cincinnati en 1906, les études coopératives ont évoluées en un programme offert aux niveaux secondaire et post-secondaire en deux modèles majeures (Grubb and Villeneuve 1995). Dans un modèle, les étudiants alternance un semestre académique avec un temps égale d'emplois payé, répétant ce cycle un certain nombre de fois jusqu'au diplôme. L'autre méthode découpe la journée entre école (habituellement le matin) et travail (après-midi). Donc, comme le school-to-work (STW), le modèle co-op inclue un apprentissage basé sur l'école et l'entreprise et, dans les meilleurs programmes, des activités connectées comme des séminaires ou des visites d'entreprises. Ces activités aident l'étudiant à faire le lien entre l'entreprise et les acquis académiques.

Co-op's proponents identify benefits for students (including motivation, career clarity, enhanced employability, vocational maturity) and employers (labor force flexibility, recruitment/retention of trained workers, input into curricula) as well as educational institutions and society (ibid.). Beyond informal and anecdotal evidence, however, a familiar refrain in the literature is the lack of well-done research that empirically demonstrates these benefits (Barton 1996; Wilson, Stull, and Vinsonhaler 1996). Barton (1996) identifies some of the research problems for secondary co-op as follows: federal data collection on high school co-op enrollments and completions ceased in the 1980s; some studies use data in which co-op was not isolated from other work experience programs. Ricks et al. (1993) describe other problems: due to lack of a clear or consistent definition of cooperative education, researchers cannot accurately identify variables and findings cannot be compared; theory is not well developed; theory, research, and practice are not integrated; and co-op research does not adhere to established standards.

Another set of problems involves perceptions of the field and its marginalization. Because of its "vocational" association, co-op is not regarded as academically legitimate; rather, it is viewed as taking time away from the classroom (Crow 1997). Experiential activities are not necessarily rewarded in postsecondary promotion and tenure systems, and co-op faculty may be isolated from other faculty (Crow 1997; Schaafsma 1996). Despite the current emphasis on contextual learning, work is not recognized as a vehicle for learning (Ricks et al. 1993). Schaasfma (1996) and Van Gyn (1996) agree that the field places too much emphasis on placements rather than learning. Wilson, Stull, and Vinsonhaler (1996) also decry the focus on administration, logistics, placements, and procedures.

Some institutions are fully dedicated to the co-op ideal (such as RIT, Kettering University, and LaGuardia Community College). In others, the co-op program may be viewed as an add-on and therefore is vulnerable to cost cutting (Wilson et al. 1996). Even where co-op programs are strong they can be threatened, as at Cincinnati Technical College when it became a comprehensive community college (Grubb and Villeneuve 1995) or LaGuardia during a budget crisis (Grubb and Badway 1998). For students, costs and time to degree completion may be deterrents to co-op participation (Grubb et Villeneuve 1995).

[modifier] Nouvelles approches

[modifier] Méthodes empiriques d’intégration

[modifier] Références

  • Auld, R. B. The Cooperative Education Movement: Association of Cooperative Colleges. Journal of Cooperative Education (ISSN 0022-0132), vol. 8, pp. 24-27, 1972.
  • Barton, P. E. Cooperative Education in High School: Promise and Neglect. Princeton, NJ: Educational Testing Service, 1996. (ED 400 413)
  • Carlson, A. Co-op Planet: Organizations at N.U. Plant Co-op's Seeds Far and Wide. Northeastern University Magazine. Boston, MA: Northeastern University (Office of University Relations). May 1992. Downloaded July 12, 2005, from http://www.numag.neu.edu/9905/wase.html.
  • Crow, C. Cooperative Education in the New Millennium. Cooperative Education Experience, pp. 1-5. Columbia, MD: Cooperative Education Association, 1997. (ED 414 433)
  • Derousi, P., and Sherwood, C. S. Community Service Scholarships: Combining Cooperative Education with Service Learning. Journal of Cooperative Education 33, no. 1 (Fall 1997): 46-54. (EJ 565 927)
  • Finn, K. L. The Spaces Between: Toward a New Paradigm for Cooperative Education. Journal of Cooperative Education 32, no. 2 (Winter 1997): 36-45. (EJ 542 265)
  • Freeland, R. M.; Marini, R. C.; and Weighart, S. Moving Partnerships between Co-op Institutions and Co-op Employers into the Next Century. Journal of Cooperative Education 33, no. 2 (Winter 1998): 17-27.
  • Furco, A. Service Learning and School-to-Work. Journal of Cooperative Education 32, no. 1 (Fall 1996): 7-14.
  • Grubb, W. N., and Badway, N. Linking School-Based and Work-Based Learning: The Implications of LaGuardia's Co-op Seminars for School-to-Work Programs. Berkeley, CA: National Center for Research in Vocational Education, 1998. (ED 418 230)
  • Grubb, W. N., and Villeneuve, J. C. Co-operative Education in Cincinnati. Berkeley, CA: National Center for Research in Vocational Education, 1995.
  • John, J. E. A.; Doherty, D. J.; and Nichols, R. M. Challenges and Opportunities for Cooperative Education. Journal of Cooperative Education 33, no. 2 (Winter 1998): 10-16.
  • Ricks, F. Principles for Structuring Cooperative Education Programs. Journal of Cooperative Education 31, nos. 2-3 (Winter-Spring 1996): 8-22. (EJ 524 105)
  • Ricks, F.; Cutt, J.; Branton, G.; Loken, M.; and Van Gyn, G. Reflections on the Cooperative Education Literature. Journal of Cooperative Education 29, no. 1 (Fall 1993): 6-23. (EJ 475 316)
  • Schaafsma, H. Reflections of a Visiting Co-op Practitioner. Journal of Cooperative Education 31, nos. 2-3 (Winter-Spring 1996): 83-100. (EJ 524 109)
  • Smollins, J.P. The Making of the History: Ninety Years of Northeastern Co-op. Northeastern University Magazine. Boston, MA: Northeastern University (Office of University Relations). May, 1999. Downloaded July 12, 2005, from http://www.numag.neu.edu/9905/history.html.
  • Van Gyn, G. H. Reflective Practice: The Needs of Professions and the Promise of Cooperative Education. Journal of Cooperative Education 31, nos. 2-3 (Winter-Spring 1996): 103-131. (EJ 524 110)
  • Varty, J. W. Cooperative Education for the '90s and Beyond. Co-op/Experience/Co-op 5, no. 1 (March 1994): 10-11. (EJ 478 859)
  • Wilson, J. W.; Stull, W. A.; and Vinsonhaler, J. Rethinking Cooperative Education. Journal of Cooperative Education 31, nos. 2-3 (Winter-Spring 1996): 154-165. (EJ 524 112)

[modifier] Voir aussi

[modifier] Article connexes

[modifier] Liens externes

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