scholarly journals ENTENDER UN MODELO PARA LA INTEGRACIÓN EDUCATIVO-LABORAL DESDE LA PERSPECTIVA HISTÓRICO-CULTURAL

2013 ◽  
Vol 24 (1) ◽  
pp. 147-162
Author(s):  
Patrícia Olmos Rueda
Keyword(s):  
At Risk ◽  
Young People ◽  
Social Transformation ◽  
Historical Context ◽  
Academic Failure ◽  
Training Model ◽  
Drop Out ◽  
Integration Model ◽  
Youth At Risk ◽  
Training Programmes

RESUMEN: El presente artículo es una reflexión teórica, que invita a la discusión, de un modelo de integración educativo-laboral surgido a partir de la reflexión en la praxis y entendido desde la perspectiva de la teoría histórico-cultural, un modelo que integra todos los elementos básicos de esta perspectiva y cuyo objetivo es la formación para la transformación social, a la par que educativa y laboral, de un colectivo de jóvenes en situación de vulnerabilidad con la mediación de agentes sociales, educativos y laborales de referencia. Se evidencia que las dificultades de acceso al mercado de trabajo y el fracaso escolar son factores interrelacionados de riesgo de exclusión de los colectivos que los asumen. Este trabajo centra su atención en el colectivo de jóvenes entre 16 y 21 años, con una historia de fracaso escolar, una baja cualificación y un escaso dominio de competencias, que impide su participación activa en contextos sociales, labores y educativos. Son jóvenes que no son capaces de operar y transformar su medio, de dar respuesta a las demandas del contexto, incurriendo en una situación de riesgo de exclusión sólo entendida en relación con los demás y en un contexto históricocultural de referencia. No obstante, estos jóvenes han decidido minimizar su condición de vulnerabilidad y mejorar sus oportunidades de reintegración en los contextos educativos y laborales accediendo a programas de formación para el trabajo cuyo objetivo es el de proveer, a estos jóvenes, de las competencias básicas requeridas por los contextos educativo-laborales. Los contextos formativos y/o educativos son los que permiten la transformación social de este colectivo y de aquí que surja la necesidad de pensar un modelo de formación para la integración o reintegración educativo-laboral de los colectivos en situación de vulnerabilidad y, concretamente, de aquellos jóvenes en riesgo de exclusión. ABSTRACT: This article is a theoretical reflection that invites discussion about an educational and labour integration model emerged from praxis reflection and understood within a cultural-historic perspective. This model includes all key elements of this perspective and its aim is to train young people in vulnerable situation to their social, educational and labour transformation with mediation of social, educational and labour agents of reference. Difficulties to gain access to the labour market and academic failure are interrelated factors of risk of exclusion of collective that assume these. This paper focuses on young people aged 16-21 years that drop out, which have low qualification and low domain of competences. This situation prevents them to participate in social, educational and labour contexts actively. These youth are not capable to operate on the context, to transform the context, to answer demands of the context. They are at risk of exclusion and this situation is only understood in relation with others and in connection with a cultural-historical context of reference. However, this young people decide to minimize their vulnerable condition and to improve their opportunities of educational and labour reintegration. They access to employment training programmes that provide them key competences that educational and labour contexts demand. Training and/or educational contexts arethose that make possible the social transformation of this collective so it is necessary to think a training model for educational and labour integration or reintegration of collective in vulnerable situation and, concretely, of those youth at risk of exclusion.http://dx.doi.org/10.14572/nuances.v24i1.2162

Virtual Reality as a Tool for Enhancing Learning in At-Risk Students and Increasing School Inclusion

2017 ◽  
pp. 242-257 ◽  
Author(s):  
Silvia Panzavolta
Keyword(s):  
At Risk ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Participatory Design ◽  
At Risk Students ◽  
Academic Failure ◽  
School Failure ◽  
Drop Out ◽  
3D Virtual Worlds

The contribution aims at exploring previous and current practices of use of virtual environments, 3d Virtual Worlds also, for inclusion in education. There are many experiences of developing and using virtual environments for the inclusion of disabled and problematic students (autistic student, Asperger Syndrome students, dyslexic students, etc.). The majority of the experimentations gave important beneficial results. In particular, the essential technological characteristics of VR that are beneficial for inclusion are: immersion, presence, interaction, transduction and conceptual change. The design of those environments is sometimes conceived together with the final users, applying participatory design techniques. Virtual environments and Virtual Worlds are being used also in the management of drop-out rates and school failure, by using it for curricular diversification classroom with students in a situation of educational exclusion or academic failure. The contribution will discuss 7 cases of successful use of Virtual Reality at school, ranging from primary to secondary education.

scholarly journals Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland

2020 ◽  
Vol 7 (1) ◽  
pp. 21-44
Author(s):  
Evi Schmid
Keyword(s):  
At Risk ◽  
Comparative Analysis ◽  
Secondary Education ◽  
Education And Training ◽  
Training Models ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Youth At Risk ◽  
Training Programmes ◽  
And Training

Context: Vocational education and training (VET) plays a key role in reducing early leaving from education and training, and integrating youth at risk in upper secondary education. To ensure that more young people complete upper secondary education, the OECD suggests designing interventions that address the specific needs of youth at risk like changes in the standard duration, preparatory or personalised support measures. Based on a comparative analysis of such programmes tailored to the needs of youth at risk in Austria, Norway, Sweden and Switzerland, the objective of this article is to identify different education and training models that these countries employ to include youth at risk in upper secondary education.Approach: The study is based on document analysis; the documents studied are public documents like law texts and white papers from the education authorities as well as research publications. The interventions proposed by the OECD to adapt training programmes to the specific needs of youth at risk were chosen as a basis for the comparative analysis. Further structural characteristics of the programmes complemented the analysis.Findings: The study found four different types of education and training models for youth at risk in Austria, Norway, Sweden and Switzerland: Shortened (Norway, Switzerland), prolonged (Austria), individualised (Austria, Norway and Sweden) and preparatory programmes (Sweden). Preparatory and prolonged programmes aim to help young people to achieve ordinary upper secondary qualifications through preparatory measures, more time or more support. Individualised or shortened programmes aim to adapt education and training programmes to young people's needs by reducing the programmes’ demands. In all four countries, youths have the opportunity to conclude their education with a certificate at a level lower than 'regular' upper secondary education.Conclusion: The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.

scholarly journals Reading Between the Lines: Representations and Constructions of Youth and Crime in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Fiona M Beals
Keyword(s):  
At Risk ◽  
New Zealand ◽  
Early Intervention ◽  
Young People ◽  
Family Environment ◽  
Sociological Theory ◽  
Young Person ◽  
Similar Reasoning ◽  
Aotearoa New Zealand ◽  
Youth At Risk

<p>In this thesis, I examine constructions of youth deviance in Aotearoa/New Zealand, 2002. In 2002, New Zealand had a national election in which adult commentators and observers concentrated and speculated on the reasons for a supposed increase in youth deviance and a spate of extraordinarily violent youth crimes. Youth-at-risk, early intervention, the family, and education were words that emerged continuously in commentator discussions. There was no critique of these words, or the practices they implied, and very little discussion of the implications the use of these words and practices posed for young people. In this thesis, I address this gap in the discussion by critically exploring the ways in which authors in institutional contexts constructed deviant youth and the implications of these constructions for youth. In this research, I sampled published texts in 2002 from academia, government, and media; three institutions which produce and reproduce knowledge in New Zealand. I applied a form of discourse analysis to the texts to explore and contextualise evident constructions. This analysis involved a bricolage of poststructural methodologies in the attempt to make an accessible argument, which effectively addressed the purposes of the research. I found that authors did not apply a knowledge devoid of power. Whether used to construct a picture of the deviant youth, or to describe necessary interventions into deviance, they used knowledge to construct the deviant youth as powerless effects of development and risk. Authors used knowledge to divide young people into the abnormally-deviant youth-at-risk and the normally-deviant adolescent. Applying knowledge allowed those writing about youth crime to construct and position young people as powerless. Authors reinforced this when they used knowledge to inform practices and interventions, which allowed adults to control the young person’s access to, and use of, power. In particular, authors and other experts saw mass education as a powerful practice of control and socialisation. Through education, adult society could remove the abnormallydeviant youth from the dysfunctional family environment and re-socialise the young person into conformity. Those writing applied a similar reasoning in other described interventions such as surveillance, conferencing, and early intervention. Interventions allowed adults to control the deviance of youth. I finish this thesis by arguing that interventions and contradictions in constructions show that power is not one-sided. That is, power is not always in the hands of adults. Rather, sociological theory can be applied to demonstrate and explore a power struggle between adults and young people where resistance coexists with power. I argue that resistance can provide an alternative explanation to the dominant ideas held by those working with, and talking about, deviant youth. Resistance allows for a concept of agency in which both deviance and non-deviance can be seen as a reactive response by the young person.</p>

Virtual Reality as a Tool for Enhancing Learning in At-Risk Students and Increasing School Inclusion

2018 ◽  
pp. 566-581
Author(s):  
Silvia Panzavolta
Keyword(s):  
At Risk ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Participatory Design ◽  
At Risk Students ◽  
Academic Failure ◽  
School Failure ◽  
Drop Out ◽  
3D Virtual Worlds

The contribution aims at exploring previous and current practices of use of virtual environments, 3d Virtual Worlds also, for inclusion in education. There are many experiences of developing and using virtual environments for the inclusion of disabled and problematic students (autistic student, Asperger Syndrome students, dyslexic students, etc.). The majority of the experimentations gave important beneficial results. In particular, the essential technological characteristics of VR that are beneficial for inclusion are: immersion, presence, interaction, transduction and conceptual change. The design of those environments is sometimes conceived together with the final users, applying participatory design techniques. Virtual environments and Virtual Worlds are being used also in the management of drop-out rates and school failure, by using it for curricular diversification classroom with students in a situation of educational exclusion or academic failure. The contribution will discuss 7 cases of successful use of Virtual Reality at school, ranging from primary to secondary education.

Technologies of evidence: An institutional ethnography from the standpoints of ‘youth-at-risk’

2017 ◽  
Vol 37 (4) ◽  
pp. 604-624 ◽  
Author(s):  
Naomi Nichols
Keyword(s):  
At Risk ◽  
Young People ◽  
Social Relations ◽  
Institutional Ethnography ◽  
At Risk Youth ◽  
Institutional Practices ◽  
Institutional Processes ◽  
Institutional Settings ◽  
The Social ◽  
Youth At Risk

In this article, I investigate the social relations of evidence that transverse and connect schools, homes, the streets, and the courts. This institutional ethnography begins in the standpoints of racialised and ‘at-risk youth’ to investigate how institutional practices – embedded in and constitutive of the new relations of capital and exchange referred to as the knowledge economy – (re)produce intersecting social relations of objectification and exclusion. Beginning with young people’s experiences of silencing and misrepresentation in public sector institutions, the article examines how different forms of evidence are produced and used across the various institutional settings where young people are active. The study demonstrates how seemingly objective institutional processes actually produce the experiences of diminishment and exclusion that young people described.

Lack of Belonging as Disrupting the Formation of Meaning and Faith

2018 ◽  
Vol 17 (2) ◽  
pp. 127-149 ◽  
Author(s):  
Suvi-Maria Katariina Saarelainen
Keyword(s):  
At Risk ◽  
Young People ◽  
Thematic Analysis ◽  
Meaning In Life ◽  
Asylum Seekers ◽  
Rural District ◽  
Individual Interviews ◽  
Life Context ◽  
Youth At Risk

The paper aims to discover how youth at risk of becoming marginalised describe the relations between meaning, faith and belonging. The data consists of 20 individual interviews with young people living in the small rural district of Lammi in southern Finland, including the experiences of three asylum seekers. Thematic analysis of the data indicated that these young people experienced lack of belonging on the levels of relationships and life context. Formations of personal faith and meaning in life become contested when it is not possible to find belonging. Meaning and belonging are found to be the roots for the growth of faith.

Hearing the Voices of Youth at Risk for Academic Failure: What Professional School Counselors Need to Know

2015 ◽  
Vol 54 (3) ◽  
pp. 203-220 ◽  
Author(s):  
CHRISTOPHER D. SLATEN ◽  
ZACHARY M. ELISON ◽  
HAYLEY HUGHES ◽  
MIKE YOUGH ◽  
DANIEL SHEMWELL
Keyword(s):  
At Risk ◽  
School Counselors ◽  
Academic Failure ◽  
Professional School ◽  
Youth At Risk ◽  
Professional School Counselors

scholarly journals Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland

2020 ◽  
Vol 7 (1) ◽  
pp. 21-44 ◽  
Author(s):  
Evi Schmid
Keyword(s):  
At Risk ◽  
Comparative Analysis ◽  
Secondary Education ◽  
Education And Training ◽  
Training Models ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Youth At Risk ◽  
Training Programmes ◽  
And Training

Context: Vocational education and training (VET) plays a key role in reducing early leaving from education and training, and integrating youth at risk in upper secondary education. To ensure that more young people complete upper secondary education, the OECD suggests designing interventions that address the specific needs of youth at risk like changes in the standard duration, preparatory or personalised support measures. Based on a comparative analysis of such programmes tailored to the needs of youth at risk in Austria, Norway, Sweden and Switzerland, the objective of this article is to identify different education and training models that these countries employ to include youth at risk in upper secondary education.Approach: The study is based on document analysis; the documents studied are public documents like law texts and white papers from the education authorities as well as research publications. The interventions proposed by the OECD to adapt training programmes to the specific needs of youth at risk were chosen as a basis for the comparative analysis. Further structural characteristics of the programmes complemented the analysis.Findings: The study found four different types of education and training models for youth at risk in Austria, Norway, Sweden and Switzerland: Shortened (Norway, Switzerland), prolonged (Austria), individualised (Austria, Norway and Sweden) and preparatory programmes (Sweden). Preparatory and prolonged programmes aim to help young people to achieve ordinary upper secondary qualifications through preparatory measures, more time or more support. Individualised or shortened programmes aim to adapt education and training programmes to young people's needs by reducing the programmes’ demands. In all four countries, youths have the opportunity to conclude their education with a certificate at a level lower than 'regular' upper secondary education.Conclusion: The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.

scholarly journals Protection of Immigrant Children and Youth at Risk: Experiences and Strategies of Social Integration in Portugal

Societies ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 122
Author(s):  
Inês Casquilho-Martins ◽  
Thais Matela
Keyword(s):  
At Risk ◽  
Young People ◽  
Social Integration ◽  
Social Inclusion ◽  
Positive Impact ◽  
Immigrant Children ◽  
Multidisciplinary Teams ◽  
Structured Interviews ◽  
Children And Young People ◽  
Youth At Risk

Over the years, social projects and programmes in Portugal have resulted in actions and outcomes to improve the integration and social inclusion of immigrant children and young people in socially vulnerable territories. This article aims to analyse the intervention experiences of teams with immigrant children and young people at risk. The developed study focused on a qualitative approach through the systematisation of measures to protect the rights of immigrant children and young people in Portugal. Semi-structured interviews were also carried out with professionals working in multidisciplinary teams intervening with immigrant children and young people. The results allow the identification of strategies and intervention methods with a positive impact on social integration supported by collaborative and participatory methodologies, but also highlight limitations such as cultural and linguistic barriers, and lack of children’s participation. Thus, it becomes fundamental to value the central role of children and young people in promoting and guaranteeing their rights.

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