Analyse des barrières perçues dans l’élaboration du projet professionnel auprès d’étudiantes et étudiants au Togo

Perceived Employability and Entrepreneurial Intentions Across University Students and Job Seekers in Togo: The Effect of Career Adaptability and Self-Efficacy

“…The other scales such as the General Self-Efficacy Scale, the Self-Perceived Employability Scale, and the Entrepreneurial Intentions Scale fit the Togo data well and have shown a strong structural validity across our overall sample. This suggests that these instruments can be used in this context and will contribute filling the gap of the lack of measures in most of Sub-Saharan Africa countries, which is one major limitation for researchers in this area (Atitsogbe et al, 2016).…”

“…Moreover, a 7-month entrepreneurship training program is provided at Maison de l’Entrepreneuriat [Entrepreneurship House] at the State University of Lomé and costs 16 times the yearly registration fees for a bachelor’s degree. This may prevent some university students from attending, as the lack of financial means is reported as the most salient perceived career barrier in Togo (Atitsogbe et al, 2016). Entrepreneurship training might be more usefully included as a discipline at universities based on a credit-earning system so that students from various disciplines could benefit from these courses.…”

“…Although Togo provides lower university tuition fees, only 12.3% of secondary school attendees will access higher education (OECD, 2016). In fact, Togolese University students face several contextual barriers such as a lack of financial means, unfavorable study conditions or perceived difficulties to integrate the labor market (Atitsogbe et al, 2016). Several researchers have suggested that higher education in this country should be reformed in order to facilitate young graduates’ occupational integration (e.g., Chitou, 2011).…”

“…The transition from education to work is considered a serious challenge for many young people, especially those with low social capital (Blustein et al, 2002). This transition is likely to be more difficult for university students and recent graduates facing extreme unemployment and other macro-level contextual barriers (Atitsogbe et al, 2016). Several theories and empirical investigations have stressed the important role of macro factors such as the economic context or public policies and micro factors such as personal resources that are thought to sustain individuals’ ability to interact with their environment, take control of situations, and produce significant changes in their careers and lives (Savickas et al, 2009; Duffy et al, 2016).…”

L’entretien motivationnel en appui aux prestations d’orientation scolaire et professionnelle

“…Il en va de même pour les émotions (Kidd, 1998;Krumboltz, 1993;Saka & Gati, 2007;Saka, Gati, & Kelly, 2008), et pour les concepts s'apparentant à des croyances d'agentivité personnelle. C'est notamment le cas du « sentiment d'auto-efficacité » de Bandura (1982) (e.g., Creed, Patton, & Prideaux, 2006Feldman, 2003;Lent et al, 1994;Pinquart, Juang, & Silbereisen, 2003) et de la « perception des barrières » dans le contexte (e.g., Atitsogbe & Sovet, 2016 (Blustein et al, 2001;Richardson et al, 2005). Ainsi, par exemple, dès les années 80, l'approche développementale de Super (1980de Super ( , 1990 Blustein & Spengler, 1995;Davidson & Gilbert, 1993;Juntunen & Wettersten, 2006;Krumboltz, 1993Krumboltz, , 1996Richardson, 1996;Robitschek & DeBell, 2002;Savickas, 1996), la distinction entre le conseil « vocationnel » et le conseil « personnel » est artificielle et serait amenée à disparaître.…”