A program promoting school engagement on alternative courses: transition and continuity in question

Abstract

Heavy with consequences as much for the individuals involved as for society, dropping out of school appears as a matter for concern and reflection both for researchers and the policies of the nineties (Thibert, 2010 ; Esterle-Hedibel, 2006; Janosz, 2000). Although the situation in Switzerland is appreciably different from that of its neighbours - the rate of premature exit without secondary diploma from the education system being weaker than in the rest of Europe (Switzerland’s dropout rate: 7.3% [CDIP, 2006]; Europe’s drop out rate 12.8% [Eurostat, 2013]) - the fight against school dropout remains however present and, like elsewhere, a major stake. Thus, in response to the relative inadequacy of the school structures shown by many works of international scale (Blaya, 2010), alternate devices at regular schools are proposed by political authorities, administrations in charge of school or professional education and educational teams aiming to support the success of pupils who have dropped out or are at risk of dropping out.