The study examines the job market of «urban youth» aged between 18 and 35 without higher education (university or technical) based on household surveys (Encuesta Nacional de Hogares – Enaho) and specialized surveys (Encuesta Nacional de Habilidades – Enhab; Encuesta de Transición de la Escuela al Trabajo – Entrans). The results show, firstly, supply constraints in the period 2007- 2012, which coincides with the massification of higher education over the last ten years. Secondly, it was found that students from public schools are more liable to complete high school with maxi- mum educational attainment. Thirdly, it was estimated that urban youths aged 15 to 29 cited in the Entrans 2012—and who received job training in the year prior to the survey—are 4.1 times more likely to obtain «adequate employment» in terms of pay, adequate contracts, and health insurance. Finally, a case is made for strengthening technical and specialized skills taught at school. / El estudio examina el mercado laboral de «jóvenes urbanos» entre 18 y 35 años de edad sin estudios superiores (universitarios o técnicos) a partir de Encuestas de Hogares (Enaho) y encuestas especializadas (Enhab, Entrans). Los resultados muestran, en primer lugar, una contracción de la oferta en el período 2007-2012 que coincide con la masificación de la educación superior de los últimos diez años. Segundo, se halló que los estudiantes de escuelas públicas son más propensos a alcanzar un máximo nivel educativo de secundaria completa. Tercero, se estimó que los jóvenes urbanos de 15 a 29 años reportados en la Entrans 2012 y que recibieron capacitaciones laborales durante el año anterior a la encuesta tienen 4,1 veces mayor probabilidad de obtener «empleados adecuados» —en términos de remuneraciones, contratos adecuados y seguro de salud. Finalmente, se propone potenciar las capacitaciones de tipo técnico y de especialización impartidas durante la escuela.

Cette thèse a eu pour objet de montrer comment les universités d’Etat sous prétexte d’une conformité aux référentiels internationaux s’engagent dans la réforme du L.M.D et développent la professionnalisation. Le texte met en exergue les épreuves auxquelles sont soumis les Etats, notamment les pays en voie de développement comme le Sénégal, dans l’incitation à la professionnalisation des études par le milieu de l’emploi, les pouvoirs politiques, les institutions et organismes partenaires internationaux. Le statut de service public garantissant la démocratisation des savoirs transmis comme bien public est fortement examiné. La réforme de la professionnalisation des études universitaires est-elle imitable, transposable ou se construit-elle localement ? Est-elle opportune pour une université du sud et compatible avec la gratuité de l’enseignement supérieur ? Telles sont les questions essentielles auxquelles l’étude a tenté d’apporter des réponses. / The purpose of this thesis work is to show how state universities - under the pretence of accordance with international frameworks - undertake the L.M.D. reform and develop professionalization. The text highlights how states - particularly in developing countries like Senegal - come under pressure from the world of employment, political powers and international partner institutions and organisms for the development of occupational qualifications. The “public service” status as a guarantee of the democratization of the knowledge transmitted as a public good has been closely examined. Is the reform of the professionalization of higher education imitable and transferable, or is it necessarily home-grown ? Is this reform suitable for southern universities and compatible with free higher education ? These are the main questions raised and discussed in this study.

Made available in DSpace on 2009-11-18T18:50:25Z (GMT). No. of bitstreams: 1 ACF1C.pdf: 692387 bytes, checksum: 4d5171613a08a1a237a6c54471f4ac2a (MD5) Previous issue date: 2003 / The research aimed at analysing the political and discursive practices of the metanarrative of employability in the contemporary organizational field, heading for the understanding of the social and micropolitical devices which happen to produce some especific kinds of subjectivities within organizations. From a post-modern epistemological perspective (Weltanshauung), the research focused on the issues concerning the production of subjectivities in the existing organizational society beyond the traditional theoretical standpoints whose common assumptions are due to the modernist approaches of organizational analysis. A deconstructive theoretical approach was emphasized across the whole text and it was mainly inspired and intellectually based upon Michel Foucault's genealogical démarche. His original conceptualization of power-knowledge relations informed the development of a methodology so as to analyse the discursive practices which determine many of the human resources policies concerning employability. The main thesis presented employability as a grand-device of micropolitical control towards the production of subjectivities whose main operation technologies are: an economic modernizing rhetoric, a moralistic dietetics and an instrumental education. Several discursive fragments from different academicists, journalists and some authors from the managerial litterature were taken into account so as to carefully deconstruct their speeches. This analysis revealed the mechanisms of production of pasteurized, mercantile and erratic subjectivities. Some inquietudes of heuristic nature are featured in the domain of organizational, psychological, sociological and political perspectives heading for new studies. / A pesquisa teve como objetivo fundamental analisar as práticas discursivas e políticas da narrativa da empregabilidade na seara organizacional contemporânea rumo à compreensão dos dispositivos de produção de subjetividades nas organizações. A partir de uma perspectiva epistemológica pós-moderna, buscou-se recolocar a questão da produção de subjetividades na sociedade hodierna para além dos marcos teóricos tradicionais, comuns às abordagens modernistas da análise organizacional. O referencial teórico encontra na genealogia de Michel Foucault sua inspiração fundamental para a construção da metodologia empregada na análise das práticas discursivas que informam muitas das políticas de gestão de recursos humanos praticadas nas organizações atuais. A tese defendida é a de que a empregabilidade constitui-se em um macrodispositivo de controle micropolítico na produção de subjetividades, operando mediante três tecnologias fundamentais: uma retórica modernizadora e economicista, uma dietética moralizadora e uma andragogia instrumental. A desconstrução de diversos fragmentos discursivos, tanto acadêmicos quanto jornalísticos e de autores da literatura gerencial, enseja um conjunto de conclusões, de metamorfoses, rumo a compreensão de subjetividades pasteurizadas, mercantis e erráticas. Algumas inquietações de natureza heurística são levantadas no âmbito das epistemes organizacional, psicológica, sociológica e política rumo a novos estudos.

Submitted by MAIANE SANTANA (maysantana2009@hotmail.com) on 2015-12-03T20:03:53Z No. of bitstreams: 1 Dissertação final Maiane Santana depositada.pdf: 1467311 bytes, checksum: 24929b2b99366d4743b3e2bdad475f7f (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-12-17T14:44:04Z (GMT) No. of bitstreams: 1 Dissertação final Maiane Santana depositada.pdf: 1467311 bytes, checksum: 24929b2b99366d4743b3e2bdad475f7f (MD5) / Made available in DSpace on 2015-12-17T14:44:04Z (GMT). No. of bitstreams: 1 Dissertação final Maiane Santana depositada.pdf: 1467311 bytes, checksum: 24929b2b99366d4743b3e2bdad475f7f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) / A pesquisa apresentada nessa dissertação teve o objetivo de analisar as repercussões do Programa Institucional de Bolsa de Iniciação à Docência (Pibid) na iniciação profissional docente dos egressos desse Programa, mais especificamente, na dimensão da profissionalidade. Para tanto, foi desenvolvido um estudo qualitativo. Os sujeitos da pesquisa foram 14 professoras iniciantes que atuam na Rede Municipal de Educação de Amargosa, sendo que sete delas são egressas do Pibid e sete não integraram o Programa. A proposta foi compararmos a indução profissional desses dois grupos de professoras e ao final, analisarmos como o Pibid repercutiu em alguns aspectos da profissionalidade de suas ex-bolsistas, quais sejam: inserção na escola, gestão de classe, conhecimentos específicos, avaliação e planejamento. Além delas, oito coordenadores pedagógicos, que falaram sobre as experiências das professoras iniciantes, também contribuíram com a pesquisa. Os professores e coordenadores foram ouvidos por meio de entrevistas semiestruturadas. Elas foram gravadas e após serem transcritas, passaram pela análise de conteúdo. Ao analisarmos a iniciação profissional das docentes, percebemos que os elementos da profissionalidade presentes na inserção profissional das professoras entrevistadas, de forma geral, foram bastante semelhantes entre os dois grupos de professoras. Entre eles, estão: o acompanhamento do trabalho pela equipe gestora, a relação com a comunidade escolar, os contatos iniciais com a docência na condição de professoras, a falta de domínio dos conhecimentos específicos, as estratégias para avaliar e planejar. E os aspectos que se destacaram foram as dificuldades apresentadas pelos professores não-egressos do Pibid diante do controle de turma, da transposição didática e da avaliação. Ou seja, foram elementos em que as ex-bolsistas do Programa se destacaram favoravelmente em comparação com as demais entrevistadas. Quando analisamos as repercussões do Pibid diante da profissionalidade das professoras iniciantes, observamos que elas avaliam muito positivamente o Programa e assinalam que o mesmo se sobressaiu, principalmente, nas suas habilidades para gerir as turmas e desenvolver os planejamentos. Já nas dimensões do domínio de conhecimento específico e avaliação, não houve tantos impactos, uma vez que foram aspectos menos trabalhados nos projetos institucionais que elas participaram. Assim, o nível de contribuição que o Pibid proporciona é relativo a forma como os projetos são operacionalizados, as atividades desenvolvidas e o tempo de permanência do bolsista no Programa. / ABSTRACT The research presented in this thesis aims to analyse the repercussions of Institutional Grant Program for Teaching Initiation (PIBID) in the professional beginning of the participants of the program. More specifically, in the professionalism dimension. Therefore, a qualitative study was developed. The subjects of the research were 14 beginning teachers whom work in the Municipal education of Amargosa. Seven teachers integrated PIBID, however, the other seven did not participated of the program. The purpose was to compare the professional insertion of both groups of teachers and, at the end, analyse the influence of PIBID in the ex-sponsored students’ professionalism in different aspects. The aspects were the insertion in the school, class management, specific knowledge, assessments and planning. Furthermore, eight pedagogic coordinators contributed to the research sharing their knowledge about the beginning teachers’ experience. The teachers and coordinators were listened through the semi structured interview method. The interviews were recorded, transcribed and analysed by the content. The analyses of the professional beginning of these teachers revealed similarities between both groups. The similarities were the monitoring of the management teamwork, the relationship with the scholar community, the first contact with teaching as teachers, the lack specific knowledge and strategies to evaluate and plan. The highlighted aspects were the difficulties shown by the teachers that did not experienced PIBID dealing with class control, didactic and evaluation. Those elements were considered an advantage for the PIBID participants in comparison to the others teachers interviewed. The analysis of the influence of PIBID in the beginning teachers’ professionalism concluded that the teachers rated the program positively, specially coping with abilities to manage the class and develop the planning. In the dimension of specific knowledge and evaluation no impacts were detected because those aspects were less common in the institutional projects the teachers joined. Therefore, the level of contribution of PIBID depends on the form that the projects are operationalized, the activities developed and the time the students stay in the program.

Thesis (MTech (Business Administration (Entrepreneurship)))--Cape Peninsula University of Technology, 2017. / Graduates face challenges to secure relevant employment; even worse, obtaining a qualification does not guarantee employment or employability. The labour market no longer only searches for a qualification but also for a set of skills. Graduates are required to improve upon proficiencies that would qualify for positive performance and would benefit the employer to use for business purposes. In addition, scarcities of expertise, besides working environment knowledge, indicate that businesses are unwilling to employ graduates, hiring more experienced people as an option. This research has studied the developing concept of social entrepreneurship; but principally examined the context in which social entrepreneurship can be used to improve graduate employability. A quantitative method was used with the help of a structured questionnaire in order to achieve a high level of reliability in relation to data analysis. The subjects for this research comprised 187 social entrepreneurs who are formally registered as non-profit organisations within Cape Town, and are registered on the Western Cape Charity South Africa database. The data collected for this study were analysed and illustrated using tables, bars and pie charts. It is hoped that this study will not merely add to the knowledge of social business enterprise, but also disclose the likely roles that social entrepreneurs can play to improve graduate employability. / National Research Foundation(NRF)

Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study was part of the research interests Work, Society and Education articulated to the study group Work, Education and Human Formation of the Undergraduate Program in Education, Faculty of Education, Federal University of Uberlândia, Minas Gerais, Brazil, and aims to discuss the political and educational conjuncture of government policies directed to the world of work and education, focusing on professional technologic formation on higher education. By the increasingly market demand for skilled and unique workers, as well as the social demand for higher education, the higher education system created short courses (Technological Degree). Then, to know the occupational reality of egresses on those technological courses, this research had as reference for analyzing the vocational training program at Federal Institute of Technological Education (Instituto Federal de Ensino Tecnológico IFET) in Uberaba-MG, located in Triângulo Mineiro region. The General Objective of this research was to analyze the connection between the formation of graduated workers on technological courses and their insertion in the job market, referring to the Technological Degree in Analysis and Systems Development, offered by IFET/Uberaba-MG, and the real demand (or economic vocation) of skilled workers in the job market for the courses offered in that institution. To support this analysis, it was observed the actual and potential Local Productive Arrangements (Arranjos Produtivos Locais APLs) in the city, about its economic logic, and the productive (local) and economic (regional) vocation, which operates in various sectors based on natural resources and the ability to scientific and technological development and professional formation. By those considerations, it was sought to examine the guidelines and concepts of technological education for the Federal Institutes of Education, Science and Technology and based on the analysis of documents, it was seized the historical and political aspects, laws and decrees, the nowadays scenario of Brazilian education, the expansion projects and the job market, to check how the changes imposed by capital influence the elaboration of professional and educational legislation. By the way, it was sought to brood over the professional qualification policy implemented in Brazil as an effective tool to improve the conditions of participation in the job market, concerning the egresses of technological courses. It was noticed that young Brazilians, even belonging to the more schooled group on Brazilian society are those who are mostly inserted in the relationship forms of precarious job and employment. It was also noted that Technological Degree have good prospects of egresses participating from job market, regarding the professional formation and if some aspects are observed: the adequacies about the factors on insertion area/immediate needs and, on the other way, the expansion of technical and technological areas and submission of professionals to lower wages, comparing to the salary of other Bachelors categories in the respective areas. / O presente estudo está inserido na linha de pesquisa Trabalho, Sociedade e Educação articulado ao grupo de estudo Trabalho, Educação e Formação Humana do Programa de Pós-graduação em Educação da Faculdade de Educação da Universidade Federal de Uberlândia, Minas Gerais, e tem como objetivo discutir o processo da conjuntura política e educacional das políticas governamentais direcionadas ao mundo do trabalho e à educação, com foco na formação profissional tecnológica de nível superior. Dada a crescente demanda do mercado por mão de obra especializada e diferenciada, bem como a demanda social por nível superior, o sistema educacional superior criou os cursos de curta duração denominados Cursos Superiores de Tecnologia. Para conhecer a realidade ocupacional dos egressos desses cursos tecnológicos, a pesquisa teve como referência para análise o programa de qualificação profissionalizante do Instituto Federal de Ensino Tecnológico (IFET), do município de Uberaba-MG na região do Triângulo Mineiro. O Objetivo Geral desta pesquisa foi o de analisar a relação entre a formação do trabalhador egresso dos cursos tecnológicos e a sua inserção no mercado de trabalho, tomando por referência o Curso Superior Tecnológico em Análise e Desenvolvimento de Sistemas, oferecido pelo IFET campus Uberaba-MG, e a real demanda (ou vocação econômica) de mão de obra especializada no mercado de trabalho para os cursos ofertados. Para fundamentar tal análise, observaram-se os reais e potenciais Arranjos Produtivos Locais APLs do município em sua lógica econômica e a vocação produtiva (local) e econômica (regional), a qual atua em setores variados com base em recursos naturais e na capacidade de desenvolvimento científico e tecnológico e de formação profissional. À luz dessas considerações, pretendeu-se analisar as diretrizes e concepções da educação tecnológica para os Institutos Federais de Educação, Ciência e Tecnologia, e com base na análise de documentos, foram apreendidos aspectos históricos e políticos, leis e decretos, o cenário atual da educação brasileira, projetos de expansão e mercado de trabalho, para verificar como as mudanças impostas pelo capital influem na elaboração da legislação educacional e profissional. Nessa linha, buscou-se também ponderar sobre a política de qualificação profissional implementada no Brasil como instrumento efetivo para melhorias nas condições de inserção no mercado de trabalho dos egressos dos cursos tecnológicos. Percebe-se neste estudo que os jovens brasileiros, mesmo pertencentes ao grupo mais escolarizado da sociedade brasileira são, por sua vez, os que se encontram majoritariamente inseridos nas formas de relação de trabalho e vínculo de emprego precarizados. Nota-se ainda que, para a formação profissional, os Cursos Superiores de Tecnologia apresentam boas perspectivas de inserção dos egressos no mercado de trabalho, se observadas as adequações quanto aos fatores de área de inserção/necessidade imediata e, por outro lado, a ampliação de áreas técnicas e tecnológicas e a submissão do profissional aos salários, em regra, mais baixos que o das demais categorias dos Bacharéis nas respectivas áreas. / Mestre em Educação

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-21T18:17:47Z No. of bitstreams: 2 Patricia_Almeida2017.pdf: 4413516 bytes, checksum: b6505df46e3a4b316cdc4e9cad83cb5c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T18:17:47Z (GMT). No. of bitstreams: 2 Patricia_Almeida2017.pdf: 4413516 bytes, checksum: b6505df46e3a4b316cdc4e9cad83cb5c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-27 / The current global and Brazilian social and economic context has been suffering from several mutations, which instigates us to reflect on social policies for youth and professionalization policies at federal and state levels, more precisely on the Federal Institute of Professional Education And Technological Institute of Paraná and the Social Policies for Youth. Thus, we seek to understand the discourses focused on the issues of social insertion and employability for young people in such public policies, as this part of the population has been, since the 1990s, a focus of socioeconomic concern for the country. For the development of the research, it was necessary to collect data from online databases and bibliography for a better understanding of social policies, employability and social insertion in the current social and economic system. It was possible to develop the work in three chapters, in the first one we characterized the educational policies, more directed to the professional education, along with the approach of the social policies for the youth. In the second chapter, we consider the description of the Federal Institute of Professional, Scientific and Technological Education, presenting data from Brazil and Paraná. Finally, in the third chapter, we carried out a socioeconomic exposition of Paraná and the young people of Paraná, in order to analyze the conceptions of social insertion and employability in social and educational policies. In order to conclude that the policies being focused or not are the results of the class struggle, with purposes within the system and overflowed by ideology for the maintenance and reproduction of the imperialism of capital. / O contexto social e econômico atual, mundial e brasileiro vem sofrendo por diversas mutações, o que nos instiga a refletir sobre as políticas sociais para a juventude e as políticas de profissionalização em âmbito federal e estadual, mais precisamente sobre o Instituto Federal de Educação Profissional e Tecnológica do Paraná e as Políticas Sociais para a Juventude. Assim, buscamos compreender os discursos voltados para as questões de inserção social e empregabilidade para os jovens em tais políticas públicas, já que esta parcela da população vem sendo, desde a década de 1990, um foco de preocupação socioeconômica para o país. Para o desenvolvimento da pesquisa foi preciso coletar dados de bases on line, e bibliografias para maior compreensão de políticas sociais, empregabilidade e inserção social no sistema social e econômico vigente. Foi possível desenvolver o trabalho em três capítulos, sendo que no primeiro caracterizamos as políticas educacionais, de maneira mais direcionada à educação profissional, juntamente com a abordagem das políticas sociais para a juventude. No segundo capítulo nos detemos à descrição do Instituto Federal de Educação Profissional, Científica e Tecnológica, apresentando dados do Brasil e do Paraná. Por fim, no terceiro capítulo realizamos uma exposição socioeconômica do Paraná e dos jovens paranaenses, a fim de analisar as concepções de inserção social e empregabilidade nas políticas sociais e educacionais. De forma a concluir que as políticas sendo elas focalizadas, ou não, são resultados da luta de classes, com propósitos dentro do sistema e transbordadas de ideologia para a manutenção e reprodução do imperialismo do capital

Submitted by Leandro Souza Moura (lemoura05@yahoo.com.br) on 2012-09-28T18:09:29Z No. of bitstreams: 1 Leandro_tese.pdf: 1390935 bytes, checksum: a511dd8c03604359e12d7772d12e6a37 (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2012-10-01T15:17:51Z (GMT) No. of bitstreams: 1 Leandro_tese.pdf: 1390935 bytes, checksum: a511dd8c03604359e12d7772d12e6a37 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-10-02T12:03:38Z (GMT) No. of bitstreams: 1 Leandro_tese.pdf: 1390935 bytes, checksum: a511dd8c03604359e12d7772d12e6a37 (MD5) / Made available in DSpace on 2012-10-02T12:05:01Z (GMT). No. of bitstreams: 1 Leandro_tese.pdf: 1390935 bytes, checksum: a511dd8c03604359e12d7772d12e6a37 (MD5) Previous issue date: 2012-09-10 / The higher education‟s census, conducted in 2009, showed that administration is the biggest undergraduate course in the country in number of enrollments. Adding classroom course and distance learning there are 1,102,579 students enrolled (18.5% of enrollments in higher education). In addition, enrollment in business administration courses grew 51% between 2005 and 2009. Due to the representativeness of the course, is not to be disregarded the sense of study for students seeking a bachelor's degree in business administration. Neither can‟t be neglected the congruence between the meaning assigned to the course by these students and the goals of the agents involved in planning and implementing of these courses. These agents are: the government, represented by the Ministry of Education and Culture (MEC), the profession‟s council, represented, at the state level, by the Rio de Janeiro‟s Regional Council of Administration (CRA-RJ), Higher Education Institutions (IES), Administrations course‟s coordinators, teachers, and finally, students. Based on the fact that each of these agents has its own goals and interests and thinking about students as recipients of the policies and practices performed by all agents involved in the process, it is intended, in this study to answer the following question: which are the meaning of study for the business administration students from Rio de Janeiro and the perceptions of those involved in this process? The field research was held in higher education institutions from Rio de Janeiro that offers business administration courses. Nine course coordinators, 17 teachers and 58 students were interviewed, totaling 84 respondents. The interviews were transcribed and analyzed using content analysis method. The survey concludes that the meaning attributed to the course by students is related to employability, and those involved in the administrator‟s formation, in its majority, have been adapting to it instead of leading and offering a broader sense to the course. / O censo da educação superior de 2009 mostrou que o curso de Administração é o maior curso de graduação em número de matrículas no país. Somados os cursos presenciais e a distância são 1.102.579 alunos matriculados (18,5% do total). Além disso, o número de matrículas no curso de Administração cresceu 51% entre 2005 e 2009. Devido à representatividade do curso, não se pode desprezar o sentido do estudo para os alunos que buscam o título de bacharel em Administração. Também não pode ser desprezada a congruência entre o significado atribuído ao curso por esses alunos e os objetivos dos agentes envolvidos no planejamento e na execução desses cursos. Essas agentes são: o governo federal, representado pelo Ministério da Educação e Cultura (MEC); o órgão de classe, representado em nível estadual pelo Conselho Regional de Administração do Estado do Rio de Janeiro (CRA-RJ); as instituições de ensino superior (IES); os Coordenadores dos cursos de Administração; os Professores; e, finalmente, os Alunos. Sabendo que cada um desses agentes tem seus próprios objetivos e interesses e pensando no aluno como destinatário das políticas e práticas de todos os envolvidos no processo, busca-se, no presente estudo responder à seguinte questão: Qual o sentido do estudo para o aluno de graduação em Administração do Estado do Rio de Janeiro e as percepções dos agentes envolvidos nesse processo? A pesquisa de campo foi realizada em instituições de ensino superior do estado do Rio de Janeiro que disponibilizam cursos de graduação em Administração. Foram entrevistados nove coordenadores de curso, 17 professores e 58 alunos, totalizando 84 entrevistados. As entrevistas foram transcritas e submetidas à análise de conteúdo. O estudo conclui que o sentido atribuído ao curso pelos estudantes é o da empregabilidade e os agentes envolvidos na formação do administrador, em sua maioria, a ele vêm se adaptando quando deveriam provocar e oferecer um sentido mais amplo ao curso.

Cette thèse porte sur l'insertion professionnelle des étudiants. Ellesoulève en particulier deux questions : la question des possibilités objectivesd'insertion professionnelle pour les diplômés de l'enseignement supérieur, et apporteainsi une contribution au débat sur la dévalorisation des diplômes ; la question del'expérience de l'insertion professionnelle des jeunes dans le contexte institutionnelet social français marqué par la nécessité de s'établir professionnellement.Les figures de « l'intello précaire » ou de « l'ouvrier bachelier » incarnent lesdifficultés d'emploi d'une jeunesse qualifiée. Ce phénomène doit être relativisé : lesjeunes diplômés du supérieur ont des niveaux de chômage beaucoup plus faiblesque les non-diplômés. Les mesures habituelles de la rentabilité des diplômes sontrassurantes : une année d'études supérieures supplémentaire continue d'apporter unsurcroit de revenu de 8%. La dévalorisation des diplômes ne serait alors qu'un« mythe ». Ces constats optimistes reposent cependant sur des indicateurs trèsagrégés : les performances en termes d'insertion professionnelle sont appréciées enfonction du nombre d'années d'études ou du niveau de diplôme. On mesure parexemple les chances d'insertion professionnelle des bacheliers et des titulaires demaster et l'on compare les rentabilités relatives des diplômes. Les études sont donccomprises comme un ensemble homogène de savoirs : les parcours, les contextesd'enseignement, l'intensité du travail de chaque étudiant, et, surtout, la spécialité dediplôme poursuivie sont gommées dans la mesure traditionnelle de la rentabilité desdiplômes. Cette thèse, à partir d'une analyse secondaire de données quantitatives,cherche à préciser cette mesure en réintroduisant la spécialité de diplôme. Onobserve alors qu'à niveau de diplôme équivalent, il existe de fortes disparités entreles spécialités de formation dans la probabilité de s'insérer et dans la qualité desemplois occupés. La spécialité détermine autant que le niveau de formation l'accès àun emploi qualifié. Ainsi, ce travail conclut à l'existence d'effets d'inflation scolairelocaux, situés sur des spécialités de formation précises. / This thesis focuses on the transition to work of students. It raises especially twoquestions: the question of objective employability opportunities for graduates of higher education,and makes in this way a contribution to the debate on the devaluation of diplomas ; the questionof the experience of the professional integration of young people in the French institutional andsocial context marked by the need to establish professionally.Figures of "intello précaire" or "ouvrier bachelier" embody the employment difficulties ofskilled youth. This phenomenon must be relativized: young university graduates have much lowerlevels of unemployment than non-graduates. Standard measures of profitability diplomas shouldlead to optimism : an additional year of higher education continues to provide 8% additionalincome. The devaluation of diplomas seems to be a "myth." However, these optimisticconclusions are based on highly aggregated indicators : the performance in terms of professionalintegration are assessed according to the number of years of schooling or the level of education.One measures for example the chances of employability of baccalauréat graduates and of masterholders and compares the relative profitability of these diplomas. In this way, the studies areunderstood as a continuum of knowledge : educational contexts, work intensity of each student,and especially the field of education pursued are not considered in the traditional measure ofprofitability diplomas. This thesis, based on a secondary analysis of quantitative data, precisesthis traditional measure by reintroducing the field of education. One can notice that at the samelevel of degree, there are wide disparities between training specialties in the probability of findingskilled jobs. The field of education determines as much as the level of training access to a skilledjob. Thus, this work concludes at the existence of local overeducation effects, located on specifictraining specialties.

Aujourd'hui la vie au travail est caractérisée par une grande complexité, une imprévisibilité, et une insécurité. L'intérêt pour l'employabilité a été suscité par l'impact économique des pénuries de compétences et de main-d'œuvre et la nature changeante des carrières ainsi que par l'érosion de la sécurité de l'emploi. Pour assurer la sécurité d'emploi de ses salariés qui sont garants de son adaptation et de sa performance, l'entreprise doit mener des actions pour maintenir et développer leur employabilité. La finalité de cette recherche est de comprendre comment les pratiques RH influencent l'employabilité et l'implication organisationnelle. La réponse à cette problématique contribue à proposer aux organisations une approche adaptée de l'utilisation des pratiques RH qu'elles ont à leur disposition. Deux types de méthodologie ont été croisés. D'abord une étude qualitative exploratoire a été menée auprès d'un échantillon multi-acteur de 21 personnes (Dirigeants, DRH et salariés). Elle a visé à enrichir et à vérifier la pertinence du modèle proposé à l'issue de l'analyse de la littérature, à identifier les pratiques RH favorables à l'employabilité et à explorer le concept de l'employabilité à travers une explicitation de ses dimensions. Ensuite une étude quantitative, auprès de 266 salariés, nous a permis de vérifier le type de relations qui peuvent exister entre les pratiques RH, l'employabilité et l'implication organisationnelle. Notre recherche montre que, d'une manière générale, les pratiques RH influencent positivement l'employabilité et l'implication organisationnelle notamment la dimension affective. Cette étude propose cinq familles de pratiques RH (l'organisation qualifiante et la mobilité, la formation et l'évaluation, la communication, la GPEC et la rémunération) qui agissent sur l'employabilité (individuelle, par les compétences, et interne/externe) et sur l'implication organisationnelle (affective et calculée). / Today working life is characterized by highly complex, unpredictability and insecurity. The interest for employability was motivated by the economic impact of skills shortages and labor force; the changing nature of careers, and the erosion of job security.To ensure the job security of its employees who are guarantors of its adaptation and its performance, the organization must take action to maintain and to develop their employability.The purpose of our study is to understand how HR practices influence employability and organizational commitment. The answer to this issue helps organizations provide a suitable method in terms how to use HR practices which they have at their disposal approach.Two types of methodology were crossed. First, an exploratory qualitative study was conducted with a multi-actor sample, 21 persons (executives, DHR and employees) were interviewed. It aimed to enrich and to verify the relevance of the research model proposed after the literature review; to identify HR practices in favor to employability; and to explore the concept of employability through an explanation of its dimensions. Then a quantitative study among 266 employees helps us to confirm the type of relationship that may exist between HR practices, employability and organizational commitment.Our research shows that in a general way, HR practices positively influence the employability and organizational commitment particularly affective dimension. This study suggests five families of HR practices (the learning organization and mobility, training and evaluation, communication, compensation and management planning of employment and skills) acting on employability (individual approach, skills approach, and internal / external approachs) and organizational commitment (affective dimension and continuance dimension).