Wellbeing and Work: Social Inclusion of Vulnerable Groups in Northern Spain

AbstractThe lower level of education for health and school education among vulnerable groups from Romania is an important part of the vicious circle of poverty and social removal, in particular for Roma minority. The quality of education and health related to this minority group is correlated with cultural aspects and the Roma attitude toward those determinants factors.The study relies on data obtained after questioning a number of 50 people, Roma that immigrated in Rennes, France and 50 Roma from Mironu, Valea Moldovei County, Suceava city. The results of the research show a considerable difference between the attitude of the Roma people from France compared with the attitude of the Romas from Romania regarding the health services and the education that they benefit. The immigrants have a positive attitude regarding the school and the medical services, after applying the quiz it can be said that they are pretty unpleased of the Romanian services than the foreign ones.Although, the Roma minority has the support of the authorities in Rennes and also in Mironu, support for social inclusion and adaptation in a local community, but they are reluctant in accepting these benefits. The programs developed for helping them hadn’t had the expected results, though.Health and education have a specific purpose in developing the society in general. Now we can say that solving the problem with the access to education and health for Roma minority represents the key of their social and economic integration.

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Three Shortcomings of the Social Investment Perspective

Social Policy and Society ◽

10.1017/s1474746413000080 ◽

2013 ◽

Vol 12 (4) ◽

pp. 553-564 ◽

Cited By ~ 51

Author(s):

Bea Cantillon ◽

Wim Van Lancker

Keyword(s):

Capital Investment ◽

Social Inclusion ◽

Social Protection ◽

Social Inequalities ◽

State Intervention ◽

Individual Responsibility ◽

Social Progress ◽

Vulnerable Groups ◽

Social Investment ◽

The Social

In this article we critically assess the social investment perspective that has become the dominant paradigm in European social policymaking. We identify and discuss some of its shortcomings that may hamper social progress for all. In doing so, we focus on three pillars central to the idea of social investment: social inclusion through work, individual responsibility and human capital investment. We find that the social investment perspective has some serious flaws when it comes to the social protection of vulnerable groups. This is strongly related to the continuing relevance of social class in explaining and remedying social inequalities. We conclude that investment cannot be the only rationale for welfare state intervention and that protecting people should remain equally high on the policy agenda.

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Linguistica Educativa e contesti migratori

10.30687/978-88-6969-570-4 ◽

2021 ◽

Author(s):

Antonella Benucci ◽

Giulia I. Grosso ◽

Viola Monaci

Keyword(s):

Social Inclusion ◽

School Context ◽

Language Education ◽

Social Contexts ◽

Vulnerable Groups ◽

Special Focus ◽

Migration Route ◽

The European Union ◽

Language And Culture ◽

Scientific Fields

The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure successful social inclusion of newly arrived citizens. COMMIT is a project funded by the European Commission (DG HOME), co-financed by the Ministry of Interior and the Project Partners and managed by the Mediterranean Coordination Office of the International Organization for Migration (IOM), in Italy. The project was implemented in collaboration with the IOM Missions in Croatia, Portugal and Spain, together with the Communitas Consortium, the Adecco Foundation for Equal Opportunities and the University for Foreigners of Siena (UNISTRASI). The project activities were implemented from 1 January 2019 to 30 April 2021. The project, based on the idea that successful integration of resettled refugees occurs both by putting in place certain structural conditions and by promoting mutual exchange between resettled refugees and their host communities, aimed to support their integration into their new communities, with a special focus on women and young refugees as particularly vulnerable groups. A secure humanitarian migration route to the European Union launched in 2013 is targeted at refugees who are beneficiaries of resettlement. Several Member States, including Croatia, Italy, Portugal and Spain, have therefore established or strengthened their national resettlement and humanitarian admission programmes for resettled refugees of Syrian, Eritrean, Ethiopian or Sudanese origin. In preparation for resettlement, beneficiaries participate in a series of pre-departure cultural orientation activities. Among them, training in L2 language and culture plays a crucial role. The book hence tries to offer answers to the many challenges that characterise the field of language education in contexts marked by the presence of migrants from an interdisciplinary perspective. It provides for effective solutions for an inclusive language education, attentive to ‘vulnerable’ subjects, paying attention to the interweaving of complex individual, social, cultural and economic contexts, such as school and university training courses and reception and resettlement programmes in host societies. In particular, the current situation in Italy, regarding both teaching L2 in a school context and teaching modern languages to adult foreigners, is still lacking in interdisciplinary relations and exchanges between language teaching and other scientific fields dealing with migratory phenomena. However, in recent years a particular sensitivity and empathy towards linguistic and cultural contact have developed.

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ADOLESCENTS’ SELF-REPORT ON THE USE AND HELPFULNESS OF STRESS COPING STRATEGIES

SOCIAL WELFARE INTERDISCIPLINARY APPROACH ◽

10.21277/sw.v1i8.345 ◽

2018 ◽

Vol 1 (8) ◽

pp. 177

Author(s):

Rita Orska ◽

Tamara Pigozne ◽

Svetlana Usca

Keyword(s):

Coping Strategies ◽

Social Inclusion ◽

Support Service ◽

Self Report ◽

Vulnerable Groups ◽

Stress Coping ◽

Social Psychological ◽

Positive Coping ◽

Stress Coping Strategies ◽

Coping Scale

The article presents the results of the first stage of the Latvia-Lithuania cross-border project “Developing of Social Psychological Support Service System through Implementation of Method of Positive Coping Strategies and Enhancement of Social Inclusion for People in Vulnerable Groups” (POZCOPING), in which, based on the adolescents’ self-report and using the methodology (Adolescent Coping Scale) developed by E. Freidenberg and R. Lewis, stress-causing problems and the use and helpfulness of stress coping strategies of adolescents’ in Latvia were identified and analysed.

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The integration in educational system of children with disability - a philosophy and a legal obligation

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v3i1.p66-71 ◽

2015 ◽

Vol 3 (1) ◽

pp. 66

Author(s):

Entela HOXHAJ ◽

Irma Baraku

Keyword(s):

Special Needs ◽

Social Inclusion ◽

Educational Institution ◽

Legal Framework ◽

Educational Process ◽

Vulnerable Groups ◽

Educational Institutions ◽

Children With Disability ◽

The Social ◽

The Creation

The increasing fisibility of the children with disability or special needs enhanced the debate and efforts for a new philosohy related to the treatment‎ of disability problematics in general and, especially, to their education. The concept of diasbility has evolved to a model of integration and social inclusion, especially the social ‎inclusion of children with disability in common schools‎. The law 'On the protection from discrimination' prohibits discrimination on grounds of disability, and refusal of registration in an educational institution because of this ground. Furthermore, this law provides the obligation of statal institutions to take positive measures to make possible the enhance of education of vulnerable groups, including children with disability or special needs. These provisions would lack if not accompanied with the creation of a legal framework that explicitly provide for this inclusion philosophy and create the proper mechanisms to make it applicable. It is evident the indispensability of a multi-dimensional treatment of this problematic, that requires also the collaboration of many actors.‎ ‎The innovative stands just in the creation of mechanisms that would make possible such an inclusion. This process requires directors of educational institutions and active and teachers, devoted on the integration of children with disability in every aspect of teaching and educational process.

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Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden

Young Adults and Active Citizenship - Lifelong Learning Book Series ◽

10.1007/978-3-030-65002-5_6 ◽

2021 ◽

pp. 103-120

Author(s):

Paula Kuusipalo ◽

Hanna Toiviainen ◽

Pirkko Pitkänen

Keyword(s):

Adult Education ◽

Social Inclusion ◽

Formal Education ◽

Basic Education ◽

Welfare States ◽

Vulnerable Groups ◽

Equal Opportunities ◽

Upper Secondary Education ◽

Work Related ◽

Leading Role

AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.

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Socijalna poduzeća za radnu integraciju (WISE) u postsocijalističkim zemljama

Hrvatska revija za rehabilitacijska istraživanja ◽

10.31299/hrri.53.1.11 ◽

2017 ◽

Vol 53 (1) ◽

pp. 139-158 ◽

Cited By ~ 2

Author(s):

Luka Marković ◽

Danijel Baturina ◽

Zdenko Babić

Keyword(s):

European Union ◽

Social Inclusion ◽

People With Disabilities ◽

Access Point ◽

Social Enterprises ◽

Vulnerable Groups ◽

The European Union ◽

Institutional Frameworks ◽

Work Integration ◽

The Welfare State

The welfare state takes a stand against the demands of modernization by seeking to care for society’s most vulnerable groups. People with disabilities are in a particularly vulnerable position, facing numerous obstacles to the labor market. Social enterprises, especially work integration social enterprises (WISE), can provide an important access point for their integration. The present analysis of five post-socialist countries in the European Union – Poland, Slovenia, Slovakia, Czech Republic, and Croatia – identifies several general characteristics essential for WISE development, such as the existence of some form of financing as well as certain legislative and institutional frameworks that remain underdeveloped. Lack of awareness and promotion of WISEs as well as a shortage of necessary skills have delayed WISE development in these countries, particularly in Croatia, where WISEs are few with small numbers of employees. This study provides recommendations for improving the situation of WISEs in Croatia in order to help them facilitate the employment and social inclusion of people with disabilities and other vulnerable groups.

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Politicile sociale în perioada post-criză financiară: România încotro? Contribuția Semestrului European în dirijarea măsurilor de politică socială în domeniile ocupării și incluziunii sociale

Revista Calitatea Vieții ◽

10.46841/rcv.2021.01.03 ◽

2021 ◽

Vol 32 (1) ◽

Author(s):

Ionuț-Marian ANGHEL

Keyword(s):

Economic Growth ◽

European Union ◽

Social Inclusion ◽

Vulnerable Groups ◽

Social Policies ◽

The European Union ◽

Macroeconomic Imbalances ◽

Europe 2020 ◽

Europe 2020 Strategy ◽

Policy Objectives

After implementing one of the toughest austerity programs in the European Union during the financial crisis, Romania returned to continuous economic growth for eight years (2012−2019), not before concluding between 2011−2013 two preventive agreements with Troika to reduce its macroeconomic imbalances. This continuous economic growth was also reflected in the achievement of the national targets under the Europe 2020 Strategy. In order to better coordinate economic and budgetary policies, the European Union has launched the European Semester. Although the main objective of the latter was to coordinate Member States' efforts to implement fiscal budgetary policies aimed at preventing macroeconomic imbalances and controlling public finances, after 2015, the European Semester began to incorporate social policy objectives, especially in the area of employment and social inclusion policies. By using the index of commodification/ decommodification of social policies developed by Paul Copeland, I illustrate, by analyzing the National Reform Programs and Country Specific Reports, that half of the policies taken in the two areas were towards partial commodification or commodification, and other significant measures towards commodification and decommodification, e.g. types of policies addressed to vulnerable groups trying to (re)integrate them into the labor market, even if in conditions that do not necessarily lead to social inclusion. Keywords: social policies; European Semester; Europe 2020; de/comodification; neoliberalism.

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