Category Archives: Cegeps

Ce que mes amis sont devenus

Quelques anciens de Notre-Dame-de-PontmainOn a bien vieilli!

Quelques anciens de Notre-Dame-de-Pontmain

C’est-tu pas une belle gang, ça? Nous étions quelques anciens de l’école primaire Notre-Dame-de-Pontmain de Laval à bruncher ensemble en ce dimanche, 26 octobre 2008. Une journée à marquer d’une pierre blanche.

via Facebook | Photos de Notre-Dame-de-Pontmain

Il y a quelque-chose de profond dans le fait de revoir des amis d’enfance. Vraiment. C’est un peu difficile à verbaliser, mais ça se comprend bien.

Il y a un peu plus d’un an, je me demandais ce que mes amis étaient devenus. Je cherchais alors à contacter quelques personnes pour les inviter à mon anniversaire de mariage. C’est d’ailleurs en préparant cet anniversaire que j’ai parcouru des réseaux d’anciens. Suite à cet anniversaire, j’ai manifesté ma fierté d’avoir des amis si fascinants. Aujourd’hui, je souhaite de nouveau célébrer l’amitié.

Pour un papillon social, c’est pas très surprenant. J’aime entrer en contact avec les gens, que je les aie connus plus tôt ou non. Que voulez-vous, j’aime le monde. Tel que mentionné dans un billet précédent, je me suis autrefois senti ostracisé. Je sais pas s’il y a une causalité entre mon identité comme papillon social et mon enfance, mais je trouve que c’est un pattern intéressant: le type porté vers les autres, qui passe une enfance plutôt solitaire, devient un papillon social à l’âge adulte. L’image de la «chenille sociale» est assez forte aussi!

Outre la publication de cette photo, ce qui me motive à écrire ce billet c’est Facebook. Si si! Parce que ce petit groupe d’anciens poursuit la discussion. Parce qu’on se «retrouve», dans un sens très profond, grâce à Facebook. Et parce que j’ai revisité ma liste d’amis sur Facebook et je suis encore plus fier.

Voyez-vous, je créais une «liste d’amis» sur Facebook, pour ces anciens du primaire. Cette fonction de liste d’amis sur Facebook est un peu limitée mais elle peut être utile si, comme tout semble l’indiquer, notre groupe d’anciens décide d’organiser d’autres événements. Pour organiser le brunch, j’ai fait parvenir une invitation à tous les membres du groupe Facebook des anciens de notre école alors que j’aurais mieux fait de cibler ceux de ma «cohorte». C’est un petit détail pratique, mais ça m’a permis de réfléchir.

Parce qu’en créant cette liste d’amis, je me suis rendu compte à quel point j’ai une idée assez précise de ce qui me lie à chacun de mes contacts sur Facebook. Dans ce cas-ci, j’ai rapidement pu sélectionner ceux que j’ai rencontrés au primaire, ceux que j’ai connus au secondaire et ceux avec qui je suis allé au Cégep. Parmi les autres, il y a des blogueurs, des musiciens, des spécialistes de la bière et/ou du café, des collègues du milieu académique, quelques amis de mes amis, quelques anciens étudiants et quelques personnes qui ont manifesté un intérêt spécifique à mon égard. Pour le reste, ce sont des gens que j’ai rencontré en-ligne ou hors-ligne, généralement dans un contexte spécifique. Sur 471 contacts que j’ai sur Facebook à l’heure actuelle, moins d’une trentaine (27, pour être précis) que je n’étais pas en mesure d’identifier immédiatement. Parmi eux, peut-être trois ou quatre par rapport auxquels persiste une certaine ambiguïté. Et plusieurs personnes qui font partie de mon réseau direct mais que je n’ai pas rencontré très directement. En d’autres termes, des gens avec qui j’ai des liens moins étroits mais dont la présence dans mon réseau social est «pleine de sens», surtout si on pense aux fameux «liens faibles» (“weak ties”). D’ailleurs, ces liens faibles constituent une part importante de ce que j’ai tendance à appeler «l’effet du papillon social», par référence à l’effet papillon d’Edward Lorenz. Pour mémoire (selon TF1):

Prévisibilité : est-ce que le battement des ailes d’un papillon au Brésil peut déclencher une tornade au Texas?

Enfin… J’inclue surtout cette citation pour conserver quelques notes au sujet de cet effet. C’est une sorte de digression assez égoïste.

Toujours est-il que… Nous disions donc… Ah… Oui!

«Retrouver» mes amis, mes connaissances, mes liens, ça fait battre mes ailes de papillon social.

Flap flap!


Defending Quebec’s Cegep System: Back to School Special

Someone using the nickname “Erasmus” replied to my post about Defending Quebec’s Cegep System. She/he makes interesting points. Here’s my own reply to her/his comments.

Erasmus,

As it so happens, I agree with almost all of these points.
It’d be interesting to know more about your background and experience. You make interesting points and it’s always fun to know where people are coming from, in terms of their ideas.

To give you more of my background (assuming you don’t know me). As explained in my post, I do teach at the university level and have gone through the Cegep system a long while ago. My father spent his whole career teaching students with learning disabilities at a junior high school (Secondaire I) in what is generally recognised as a socially and economically “disadvantaged milieu” («milieu défavorisé»). Much of my teaching philosophy comes from him. He studied with Jean Piaget but has always been a real “hands-on” kind of guy, especially in his teaching. His goal wasn’t to fill students’ heads with non-essential information but to help them get the tools they needed to cope with social life in Quebec. For instance, much of his math training was based on very practical training (for instance, calculating how much money you can save in one situation or another). His goal was never to “keep children in school” but to make sure students got something out of school. Many of my father’s former students did get a lot out of school and have had fulfilling careers afterwards.

I completely agree with my father’s goals. Teaching at the university level, I see the role of the university as having quite distinct goals from high schools. Not that there isn’t any continuity. But that universities aren’t supposed to be “general training for life.” When universities are limited to that, they are very costly and ineffective.

I sincerely care about the varied fates of people who aren’t university-bound. In fact, it’s one of the things I was trying to say in my post: a Cegep is a place where some people can find out that going to a university isn’t the best solution for them. There’s no use in going to a university if all you want is to have a happy life doing something you can effectively learn outside the university system. Many people who never went to a university are more “learned” than many university-goers. To be blunt, I think some people’s attitudes toward universities is too prestige-oriented. In fact, to be blunter: I think some people are snobs.

From what I can see, the main point of disagreement between you and I has to do with the way we frame “education systems” in general. I want us to take a broad view of Quebec’s education system as a whole instead of blaming one dimension of that system.
Some people blame universities, others blame high schools, many blame Cegeps. What I’m saying is not that Cegeps are free of blame but that the ‘g’ part of the Cegep mission is more important than some Cegep critics seem to assume. Especially since a lot of people do go through Cegeps, whether or not they start university degrees afterwards. I know too little about the ‘p’ part but I do know some people who teach in professional Cegep programs or who have gone through a professional Cegep program and I still see many of those programs as fairly equivalent to community colleges in other parts of North America. In fact, some professional Cegep programs look much more effective than many university degrees, especially in technical fields.

I also don’t think that Quebec society’s woes are due to one specific aspect of its cultural context. My view is holistic, not deterministic. In fact, I don’t even think that Quebec is such a bad place to live in. It’s pretty much equivalent to other places where I’ve lived (in Canada, Switzerland, Mali, and the United States).

One thing I dislike about Quebec’s education system is that there is this assumption that everyone should go to a university. Too frequently, professional training isn’t valued at the high school level and some professional Cegep degrees aren’t as valued as they should be. My friends who have not gone through Cegeps or universities often feel dismissed by “Quebec Society.” Part of it might be their own attitude toward formal education. But part of it is systemic, IMHO.

In Switzerland, for instance, apprenticeships are well-considered and universities have a specific mission. There are issues with the way career paths are chosen “for” students in Switzerland, but I like the idea of valuing non-university training.

Personally, I don’t think Cegeps are taking anything away from high schools. I’ve seen a lot of people who come directly out of high schools in other parts of North America and I really don’t see the one year difference as detrimental to Quebec high school graduates. As for school “dropouts,” my point is exactly about making sure that people distinguish goals of different parts of the education system. I personally think that high schools focus too much on preparing students for universities. And I dislike the application of ideas from social constructivism in the so-called «approche par compétence». To me, it’s typical MEQ mumbo-jumbo which often does more harm than good.

Yes, you can call me a “bench critic” of high schools. I never taught there. But I do dialogue with teachers at different levels and I don’t think I’m that far off. If you tell me more about your background and explain exactly where I’m off the track, we can all get something from this discussion! 😉


Defending Quebec’s Cegep System

Disclaimer: So far, I’ve taught at six universities and one college in Indiana, Massachusetts, New Brunswick, and Quebec. In Quebec, I’ve taught at Montreal’s Université de Montréal (French-speaking) and Concordia University (English-speaking). This entry is mostly about my teaching experience in Montreal in contrast to my teaching experience in the MidWest and Northeast regions of the United States. Having spent some time in Mali, Switzerland, and France, I do realise that many education systems outside of Canada and the U.S. work pretty much like Quebec’s.

It’s partly my bias as a Québécois, I’m sure. Or it’s the weather. Yet I can’t help but being amazed at how well-prepared my students at both Concordia University and Université de Montréal have been, so far. Though personal characteristics could conceivably play a part, I usually see my Quebec students’ preparedness in relation to the Cegep system that we have here in Quebec.

“So,” I hear you ask, “what is the Cegep system anyway?” Well, it’s the educational system that we have, here in Quebec. It includes Cegeps.

“But…”

Yeah, I know. 😉

“Cegep” or “CEGEP” (pronounced “sea-jep” or “say-jep”) is a Quebec French acronym which stands for «Collège d’enseignement général et professionnel» (“College of General and Professional Education”). A Cegep is a post-secondary institution («Collège») which serves both as a comprehensive («Général») transitional period between secondary school and university as well as vocational («Professionnel») training («Enseignement») in fields like nursing, robotics, or computer science. People in the U.S. could think of it as a blend of a vocational school, a community college, a prep school, a continuing education program, and a two-year liberal arts college. A Cegep’s degree («diplôme d’études collégiales» or “DEC,” pronounced “deck”) can be compared with things like the French «baccalauréat» or the Swiss «maturité», but less Euro-hierarchical. (Please note that «baccalauréat» (or «bacc.», pronounced “back”) is used in Quebec to refer to the bachelor’s degree.)

Though I haven’t been in direct contact with many Cegep students for quite a while, I find the Cegep system to be one of the best features of the Quebec education system.

Of course, I tend to idealise things a fair bit and I know many people whose opinion of the Cegep system is much less enthusiastic than mine. Still, through both informal and formal discussions with many university students and faculty in Canada, France, Switzerland, and the United States, my positive perspective on the Cegep system keeps being reinforced.

One reason this issue keeps being relevant is that provincial politicians, school board administrators, and some other members of Quebec society occasionally attack the Cegep system for different reasons. On the other hand, I have yet to meet a university professor who has very negative things to say about the Cegep system. They might come out with this blog entry, but it would take a fair bit to get me, as a university instructor, to see Cegeps in very negative a light.

Cegeps were an effect of Quebec’s Quiet Revolution (late 1960s through the 1970s). They’re a somewhat recent phenomenon, so we can’t really see all of their social effects, but have existed for long enough a period of intense social change that they have really taken roots in the fabric of Quebec culture. (I love mixing metaphors! 😉 )

I’m a little bit unclear as to whether or not the requirements have remained the same since my own time as a music student at Cégep Saint-Laurent (1989-1991), but here’s a description in the present tense of how Cegeps worked when I went to one almost twenty years ago. All Quebeckers younger than 21 who wish to go to a university in Quebec need to complete at least two years’ worth of Cegep courses after secondary school (grades 7-11, here). “Professional” (vocational) programs last three years and also work for university requirements if a Cegep graduate wants to go to a university. For those 21 or older, life experience usually counts as equivalent to the Cegep requirement for applying to Quebec universities (at least, that’s the way it was, way back when). Even then, most university applicants go through Cegep even if they are old enough to enter a university program without a DEC as Cegep is an efficient way to prepare for university. Many programs at Quebec universities use representations of Cegep grades (kind of like a normalised GPA) as admission criteria. It wasn’t the case for my B.Sc. in anthropology at Université de Montréal (1991-1994). Unlike the United States where standardised tests are so common, Quebec students don’t take SAT-like general exams before going to university. To an extent, comprehensive training in a Cegep achieves some of the same goals as SAT scores do in the United States.

As far as I know, non-Quebec students need to go through specific requirements before they can begin a Bachelor’s degree at a Quebec university (B.A. and B.S. programs usually last three years, here). I’m not really clear on the details but it implies that even non-Cegep students are specifically prepared to go to university.

Even with students who never went to Cegep, the existence of Cegeps makes a large difference in the Quebec education system as it raises the bar for university behaviour. In Quebec, the kinds of mistakes college students tend to make in their “college years” in the U.S. are supposed to have been done during Cegep years in Quebec. So Quebec’s university students are less likely to make them

Unlike pupils in secondary schools, Cegep students enter a specific study program. On paper, course requirements in a typical Cegep program look quite a bit like freshman and sophomore requirements at a North American university or college outside of Quebec. Students choose their own courses (possibly with an advisor, I can’t remember) and usually get a fair bit of “free” time. At Saint-Laurent, my weekly scheduled only included 15 hours of classes but I also had 15 hours of Big Band rehearsal every week and would usually spend thirty hours of individual instrument practise as well as thirty hours of study every week. Yes, that was a bit much but I feel it really prepared me for an academic career. 😉

The equivalent of “General Education Requirements” in Cegeps include philosophy and physical education courses. The philosophy courses are quite basic but they still prepare students to think about issues which tend to be very important in academic contexts. And, at least in the courses I’ve had at Saint-Laurent, we did read primary texts from important thinkers, like the complete text of Nietzsche’s Zur Genealogie der Moral (translated into French).

As compared to most North American universities, Cegeps charge almost nothing. When I was at Saint-Laurent, we had administrative fees of about $80 and no tuition fees. It has probably changed since that time, but I’m quite sure Cegep fees are nothing like the outrageous tuition fees paid by college and university students in many parts of the United States. What this means to students is that the financial cost of a Cegep program is fairly minimal. Of course, there are many costs associated with going through school during that time. For one thing, a good proportion of Cegep students live in appartments, which can be fairly expensive. And it’s difficult to work full-time while doing a Cegep degree. But, as compared to the typical situation in the U.S., the stakes in dropping a Cegep program or switching to a new one are low enough that students use this time as an opportunity to get to know what they want to do with their lives.

In other words, Cegep students who may look like they’re “wasting their time” are going through the period of socialisation associated with late adolescence in different parts of the world. If, as is quite common, they find out that they don’t necessarily want to get a university degree or that their original degree program was nothing like they planned, they still got something out of their Cegep experience at little cost. Given the functioning costs of universities, such shifts in learning orientation carry very high social and individual costs if they happen in universities. “Wasting” a DEC in Natural Sciences by then moving on to become an artist is nothing as compared to dropping a pre-Med degree to join the Peace Corps. In cases where public funding to universities is important, the difference is extremely significant, socially.

For many people, Cegep is in fact a way to experience student life to see if they like it. As painful as it may be for some academics and prestige-hungry parents to learn, many people don’t really want to spend that many years (and that much money) as college/university students. In fact, there are those brilliant students who, one day, realise that they just want to learn on their own while working as, say, a cashier at a university cafeteria. My guess is that social pressure and diploma prestige are the only reasons such people ever go through post-secondary education in the first place. I also feel that they should have a right to choose the life that they want. You know: “Pursuit of Happiness” and all of that…

As some would be quick to point out, there are some people who spend years and years in Cegeps, unsuccessfully looking for the perfect program for them, and end up working at low-paying jobs all their lives. These may sound like lost souls but I really think that they are more likely to contribute to society as a whole than the equivalent long-term “undecided majors” in U.S. universities.

Because Cegeps’ individual costs are relatively low, Cegep students often do experiment a lot with courses in different fields. It may seem like a stretch but my hunch is that this experimental tendency might be one of the reasons is so productive in creative domains like musical productions and circus shows. If it weren’t for Cegeps, I would never have spent two years of my life in intensive training as a musician. I already (since age 13) that I wanted to become an anthropologist and my DEC in music wasn’t necessary for anything I ever did. But it greatly enhanced my life more than many university programs ever do.

Cegeps often count significant numbers of what U.S. college people tend to call “non-traditional students” (older than the “typical” post-K-12 undergrad). These include fascinating people like mature women who are getting a Cegep degree as part of a life-changing experience (say, after a divorce). Because of this, the average age in a Cegep can be higher than in the typical U.S. graduate school. It also means that Cegep students coming directly from secondary schools are getting accustomed to interacting with people whose life experience may involve parenthood, career development, and long-term personal relationships.

For diverse reasons, Cegeps are the locus of most of the active student movements in Quebec, some of which have led to important strikes and other forms of student protest. Student strikes have had a deep impact in Quebec’s recent history. Not that students have forced long-lasting policy changes by themselves but many members of recent generations of Quebeckers have gotten a taste for political involvement through student protest. Though I was living in Indiana at the time (2004-2005), I have seen important effects of the most recent student strike on some dimensions of Quebec society. At the time, around 200 000 Quebec students went on strike in protest of the provincial government’s changes to the financial aid system. At one point, 100 000 students had taken to the streets to march as part of the student movement. The government eventually backed down on the changes it was implementing and people still talk about the effects of this strike. It is likely that the strike will not have any effect on any specific political party and political scientists would probably say that the strike failed to produce a “political class.” Yet, and this is an important point, the target of the strike wasn’t a political party but a perceived discrepancy between the ideals of two generations. In my personal opinion, such a social movement is much more important than partisan politics. In such a context, it isn’t surprising to see many young Quebeckers become social activists, may it be for environmental causes or to fight some global inequalities. They become like this in Cegeps. Since the majority of secondary school students eventually go to Cegeps, this social involvement has nothing to do with the elitism of “Revolutions” of the early nationalist era. Cegep students are the perfect example of individualistic (one would say «libertaire») social engagement.

Not only are Cegep students socially involved but they are usually considered to be socially mature.

Quite significantly, many young adults in Quebec learn how to drink by the time they finish Cegep. Drinking age is 18 here and people usually start Cegep at age 17. As has been happening in different parts of the world for the longest time, cafés and bars around Cegep and university campuses tend to be important meeting space for students. Coffee is the drink of choice for many students during the day but alcoholic drinks (including craft beer, nowadays) bring students together for long discussions in the evening and nights. Because student alcohol consumption is widely accepted, students never feel the need to hide in residence halls or “greek houses” to enjoy each other’s company.

In such a context, it’s easy to understand why university students in Quebec are very generally seen as responsible adults. In the U.S., I’ve heard both students and professors describe university students of any age as “kids,” a term I find very symptomatic of tricky educational and academic issues. As I see universities as a place to do serious academic work and not as a place for parents to drop their kids until they grow up, I have many reasons to support Quebec’s Cegep system or anything which may achieve the same results. 🙂


Alcohol Marketing, Craft Beer, and Responsible Drinking

[UPDATE: Press release. Much clearer than the Hour article…]

This could potentially be big for craft beer. A code of ethics for alcohol adverts.

Hour.ca – News – Alcohol marketing becomes ethical

A bit like video game manufacturer who propose rating systems for their own games, members of the alcoholic beverage industry in Quebec are trying to regulate their own advertising practises. According to the article:

Under the new code, the following has been forbidden:

  • Using alcohol content as a sales argument
  • Associating alcohol with violent or asocial behaviour, or with illicit drugs
  • Sexism or the association of the product with sexual performance, sexual attraction or popularity
  • Implications that the product improves physical or intellectual capacities, or has health benefits
  • Encouraging drinking games or excessive drinking
  • Making the product particularly attractive to people under 18
  • Showing images of people who look younger than 25
  • Showing disrespect for those who choose not to drink

By proposing such a code of ethics, the industry may possibly bypass government regulation. It also shows that its members are willing to go some distance in changing their practises.

Educ’alcool‘s message, associating responsible (moderate) drinking with taste, is well-established in Quebec culture and this code goes in the same line. By contrast, in the U.S., advocacy for responsible drinking is criticized by academics and health specialists. IMHO, this criticism has the effect of encouraging younger people to binge drink, with sad consequences. Educ’alcool and Quebec’s alcoholic beverage industry are probably trying to avoid such a situation. Although it might sound counter-intuitive, binge drinking is not beneficial to their bottom line. After all, nobody wants to get sued for the death of any of consumers.

The main apparent target of this code is beer advertising, especially on television. While Quebec has its share of beer ads with scantily clad women, even ads for some of InBev’s Labatt products are somewhat more subtle. In fact, the French-speaking versions of commercials for Labatt bleue have, over the years, represented an alternative to the typical "beer gets you laid" message. As typical of Quebec culture, these ads have used humour to carry their message, often with puns and other word play. For instance, one of the most recent ads uses a zeugma and the names of several parts of Quebec (strengthening the association between the beer and Quebec cultural identity). It also describes the beer in its association with food.

Which brings me to the interesting point about craft beer. While beer advertisement is typically full of what this new code of ethics seeks to prohibit, craft beer positions itself in exactly the same line as Educ’alcool and this code of ethics: taste and responsible drinking. The only television ads I’ve seen for craft beer were made by Boston Beer company for their Samuel Adams products. These ads usually emphasize the brewing craft itself and have been discussed by many members of the craft beer crowd. An important point is that they’re quite effective at delivering the message about taste, quality, sophistication, and responsibility. (Actually, I wore a Samuel Adams t-shirt yesterday, after reading about the new code of ethics. Didn’t even notice the possible connection!)

Any craft beer person will argue that craft beer always wins on taste. So if the new marketing message needs to focus on taste, craft beer wins.

It’s quite striking that the code of ethics mentions people looking older than 25. IMHO, it’s overstating the case a bit. IMHO, nothing is to be gained by avoiding the portrayal of members of the 18-25yo age bracket in advertising for responsible drinking. This demographic is not only very important for the alcohol industry but it’s one which should be targeted by the responsible drinking movement. Educ’alcool does target people who are even younger than that, so that they "do the right thing" once they’re old enough to drink, but there’s no reason to let people down once they start drinking. Eighteen-year-olds are not only learning the value of responsible drinking, they’re integrating responsible drinking in their social lives. And they’re learning how to taste alcoholic beverages.

Apart from age, characteristics of craft beer people are usually the same as those of the target market for beer in general. But their emphasis is really: taste, distinctiveness, sophistication, and responsibility. Again, perfect for the new type of ads.

Speaking of beer marketing, the issue of Montreal’s Hour indie weekly also has a piece on the importance of beer sponsorships for the success of events in the city. Coincidence?

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Institutions of Higher Learning

Smaller, more convivial institutions can provide a better learning and teaching experience than large, prestigious insitutions.A future show on Radio Open Source will discuss university administration.

(This is a copy of an entry from my other blog.) Continue reading