scholarly journals Competencias básicas y procesos perceptivos: factores claves en la formación y orientación de los jóvenes en riesgo de exclusión educativa y sociolaboral

2014 ◽  
Vol 32 (2) ◽  
pp. 531-546 ◽  
Author(s):  
Patricia Olmos Rueda
Keyword(s):  
Young People ◽  
Vocational Training ◽  
Linguistic Competence ◽  
Social Citizenship ◽  
Learning To Learn ◽  
Surrounding Area ◽  
Model Sets ◽  
Key Skills ◽  
Key Competencies ◽  
Training Programmes

El presente artículo tiene como objetivo el estudio del perfil competencial de 228 jóvenes en situación de fracaso escolar participantes en 18 programas de formación inicial para el trabajo en 7 municipios del área metropolitana de Barcelona, a partir del análisis del autoconcepto y de la percepción que éstos poseen de su nivel de dominio de las competencias básicas y de la percepción que otros (16 tutores de formación y 9 agentes empresariales) tienen al respecto. Los resultados obtenidos de la aplicación de instrumentos como cuestionarios y entrevistas anticipan diferentes percepciones del nivel de dominio de las competencias analizadas, pero que evidencian una tendencia positiva respecto al autoconcepto y percepción de las mismas, y orientan un modelo interrelacionado de competencias a partir del cual articular propuestas de mejora en los procesos de formación profesional inicial orientados a la reinserción educativa y sociolaboral de estos jóvenes en situación de exclusión educativo-sociolaboral. This research suggests improvements in guidance processes and initial vocational training of young people between 15-21 years old that are at risk of educational, social and labour exclusion, drawing on the needs emanating from the findings. The present study is based on a comparative analysis of the self-perception of the mastery of key competencies of 228 young people involved in 18 training programmes in the surrounding area of Barcelona, Spain, and others’ perceptions on the matter (16 tutors and 9 entrepreneurs). The results show differences between the perceptions of the two groups of participants. Based on the findings, an interrelated model of key skills was designed. In this model, linguistic competence, learning to learn competence, social-citizenship competence and labour competence become the axis that articulate the connections between competencies. Likewise, this model sets training guidelines within these training programmes.

scholarly journals Aprovechamiento didáctico de los recursos literarios bilingües: Lectura original y traducida de la poesía de Lewis Carroll

2016 ◽  
pp. 7-18
Author(s):  
Raquel Lanseros Sánchez
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Linguistic Competence ◽  
Lewis Carroll ◽  
Learning To Learn ◽  
Literary Works ◽  
Advanced Students ◽  
Key Competencies ◽  
English Classroom ◽  
Poetic Texts

This paper seeks to enhance the promotion of reading from the area of English as a foreign language, as well as to raise awareness of the cultural richness of literature written in the English language. It aims to delve into the classroom applicability of English literary works translated into Spanish and their didactic exploitation. In order to do this, we will exemplify with the poetry of Lewis Carroll and its translation into Spanish. The objectives are to expand the vocabulary of the students of English as a foreign language, to approach poetry in the English classroom through various means which help us overcome the challenge and to help students improve their skills in the field of literacy in the foreign language, by using translated versions of the poetic texts. Target key competencies in this paper are linguistic competence and learning autonomy or learning to learn. Some models of Didactics of Literature followed by literary workshops with beginners, intermediate and advanced students will be presented. We will work withthe poetry of Lewis Carroll in order to exemplify way the educational possibilities of literature in the English classroom.

scholarly journals Aprovechamiento didáctico de los recursos literarios bilingües: Lectura original y traducida de la poesía de Lewis Carroll

2016 ◽  
pp. 7-18
Author(s):  
Raquel Lanseros Sánchez
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Linguistic Competence ◽  
Lewis Carroll ◽  
Learning To Learn ◽  
Literary Works ◽  
Advanced Students ◽  
Key Competencies ◽  
English Classroom ◽  
Poetic Texts

This paper seeks to enhance the promotion of reading from the area of English as a foreign language, as well as to raise awareness of the cultural richness of literature written in the English language. It aims to delve into the classroom applicability of English literary works translated into Spanish and their didactic exploitation. In order to do this, we will exemplify with the poetry of Lewis Carroll and its translation into Spanish. The objectives are to expand the vocabulary of the students of English as a foreign language, to approach poetry in the English classroom through various means which help us overcome the challenge and to help students improve their skills in the field of literacy in the foreign language, by using translated versions of the poetic texts. Target key competencies in this paper are linguistic competence and learning autonomy or learning to learn. Some models of Didactics of Literature followed by literary workshops with beginners, intermediate and advanced students will be presented. We will work withthe poetry of Lewis Carroll in order to exemplify way the educational possibilities of literature in the English classroom.

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

Attractiveness of Industrial Training Institutes (ITI) in India

2019 ◽  
Vol 61 (2) ◽  
pp. 153-168 ◽  
Author(s):  
Usha Ajithkumar ◽  
Matthias Pilz
Keyword(s):  
Young People ◽  
Data Collection ◽  
Vocational Training ◽  
Design Methodology ◽  
Technical Education ◽  
Industrial Training ◽  
Content Type ◽  
Educational Pathways ◽  
Career Option ◽  
Over Time

PurposeThe purpose of this paper is to conduct the study in two states of India to covers the perception of students and their parents about the attractiveness of Industrial Training Institutes (ITI) in India.Design/methodology/approachThree ITIs were selected each from the states Maharashtra and Haryana for data collection. Students pursuing trade fitter, electrical and beauty courses and their parents were selected. The instrument used to collect the data from students and parents was interviews with students and families.FindingsThe results show that the attractiveness of ITIs has shifted over time. The low status associated with these institutions is slowly fading away. The skills acquired at an ITI can provide the basis of successful careers. Once considered a last resort, today it is being considered as a possible career option. However, ITIs have yet to develop a better image and higher attractiveness within society for it to become an interesting option for young people and their parents when choosing educational pathways.Originality/valueSome implications of this study are presented as suggestions in formulating policies to improve the image of technical education and vocational training.

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