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High-school students from priority neighbourhoods face specific difficulties in obtaining the bac and going on to higher education. Above and beyond the effects linked to their social background, does the fact of living in a priority neighbourhood have its own impact on their post-bac trajectories and their education-to-work transition? Cereq and the Agence nationale de la cohesion des territoires/National Agency for Territorial Cohesion have collaborated on a study that sheds light on the education and employment trajectories of the young people who left the education system in 2013 and who, when they took the bac, were living in priority neighbourhoods.

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A top priority for public policies at both national and European levels, young people who are not in employment, education or training (NEET) face a risk of exclusion that varies in intensity from country to country. While education level plays a central role in these situations, viewing them through the lens of basic competencies sharpens the focus. After all, the international data show that the same level of qualification does not guarantee the same level of competencies everywhere. This article examines how these differences can be explained, and to what extent these basic competencies protect young people from becoming not in employment, education or training regardless of their level of qualification.

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The effects of the health crisis have forced businesses in many sectors to deal with a sharp decline in activity, which in some cases is likely to last a long time. A series of measures already exist to support employees obliged to find alternative employment. However, the current socio-economic crisis undoubtedly calls for more ambitious management of career transitions, particularly for the least skilled workers. Drawing on a synthesis of its recent studies on the subject, Cereq has identified levers to be pulled in order to promote more forward-looking and collective management of occupational mobility.

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Since the Act of 23 April 2005 came into force, curricula in the compulsory stages of education have been drawn up on the basis of a 'common core of knowledge and competences'. Updated and extended by the 2013 Act, this common core is the French version of the European recommendations on transversal competences. In the course of the European Track-Vet project, a team from Cereq investigated the way in which these competences are specified and validated in the French vocational education and training system.

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